Flourish Magazine | Fall 2019

flourish

FALL 2019

Mission Statement Trinity School creates a community of learners in a diverse and distinctly elementary-only environment, in which each child develops the knowledge, skills, and character to achieve his or her unique potential as a responsible, productive, and compassionate member of the School and greater community.

Non-Discriminatory Statement Trinity School does not discriminate based on race, color, gender, religion or creed, national or ethnic origin, sexual orientation, or family composition in the administration of our admission and educational policies, in the extension of financial assistance, or other schooladministered programs.

On the Cover Students of all ages enjoyed dancing with Stripes in the updated AWAC at the first assembly of the 2019–20 school year.

To support Trinity School, please contact: Margaret Douglas Director of Advancement 404-240-9446 | mdouglas@trinityatl.org trinityatl.org/give Please send address changes to: changeofaddress@trinityatl.org Comments? Contact the editor at: nfash@trinityatl.org

Program and Pedagogy Pillars Celebrating the present and preparing our students for the future within a nurturing and caring educational environment, we: • Cherish Childhood Provide joyful experiences that include play- and passion-based learning Ensure developmentally appropriate experiences Design experiences around what is important in the life of a child • Deepen Students’ Educational Experience Develop creative and critical thinking and questioning skills Value both process and product of learning Connect learning vertically, horizontally, cross-curricularly, and globally • Empower Students in Their Learning Foster a growth mindset Cultivate voice, choice, and self-reflection Promote leadership

So that our students: • Build Academic Foundation Establish proficiency in essential knowledge and skills Embrace diverse experiences of a well-rounded education • Develop Character Foundation Exhibit ethical skills, habits, and attitudes of empathy, integrity, and respect Demonstrate performance skills, habits, and attitudes of accountability, persistence, and resilience • Exhibit Continued Curiosity, Creativity, and Confidence Imagine, discover, and experiment independently and collaboratively Adapt to new situations and a changing world

Leadership Team Joe Marshall, Head of School Ken Bomar, Director of Finance Brad Brown, Director of Admissions Margaret Douglas, Director of Advancement Nicole Fash, Director of Marketing and Communications Jill Gough, Director of Teaching and Learning Reginald Haley, Director of Operations Rhonda Mitchell, Early Elementary Division Head Jeff Morrison, Director of Education Technology Ginny Perkinson, Assistant to the Head of School Sarah Barton Thomas, Upper Elementary Division Head Kayleen Whitmer, Director of Extended Programs

2019–2020 Board of Trustees Bill Jordan, Chairman Matt Bartelt Mark Bell ’88 Jason Chambers ’89 Elena Chang Susan Churchill Erica Cummings Chris Gabriel Scott Hawkins Anne Hennessy Florida Huff ’79 Molly Jamieson Carrie Lanier Jenny Latz Tish McDonald Brand Morgan Charlie Ogburn Marcellus Parker Leslie Patterson Veena Reddy Tina Roddenbery John Shepard ’68 Boynton Smith Farah Spainhour Ann Speer Mary Watson Ellen Wiley Neal Williams ’72 2

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Highlights

News

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Letter from the Head of School

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Ready to serve Trinity’s five new board members are committed to the School’s mission and vision.

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AWAC receives fresh, new look Students, faculty, staff, and parents are enjoying the AWAC’s new features and refreshed look.

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We are all mathematicians Kerry Coote, Trinity’s new Upper Elementary Division Math Specialist, shares her passion for math with students and teachers.

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Award recipients demonstrate extraordinary commitment We honor passionate employees who demonstrate excellence in service to Trinity.

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Faculty and Staff Milestones Help us celebrate the personal milestones of our faculty and staff

Editor Nicole Fash

Art Director and Design Cheryl Beverly, Ridge Creative, Inc.

Associate Editors Margaret Douglas Katie Rosengren Stephanie Selman

Contributing Writers Katherine Anderson Kate Burton

Trinity Tidbits Read highlights from the spring at Trinity and learn about the expertise of our faculty and staff as they lead professional development around the country.

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Trinity Traditions Enjoy a look at the recent traditions that reinforce Trinity’s identity, curriculum, and values.

Features 32

STEAM integration: one year later Kate Burton shares how students and teachers grow through Trinity’s STEAM integration program that began last year.

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Trinity’s best practices in World Languages The School’s World Languages program fosters wonder and curiosity, instills cultural awareness, grows interpersonal communication, and develops strong proficiency outcomes for our students as they move on to middle school.

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Don’t be afraid, it’s just Seventh Grade Learn about Trinity’s foundation for middle school and beyond and how the School’s elementary focus serves students well in the future.

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A preview of Spotlight on Art 2020 Learn more about what you can expect during this year’s exciting Spotlight on Art season.

Alumni 47

Enduring connections Enjoy reading anecdotes and hopes for the future from our alumni who are now Trinity parents.

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Alumni Events Alumni events from the second half of the 2018–19 school year are featured in this fun spread.

54 2019 high school graduates and their college choices

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Class of 2019: “I am leaving Trinity with...”

Choral Counting and Counting Collections Pre-K teachers share how they deepen students’ critical reasoning through special math routines.

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Margaret Douglas Nicole Fash Marsha Harris Becky Holden Joe Marshall Jessica Murray April Patton Khette Plyler Katie Rosengren Leisy Ruddock Stephanie Selman Sarah Barton Thomas

Photographers

Class Notes

Nicole Fash Stephanie Selman Michie Turpin Paul Ward Photography Flourish magazine is published bi-annually by the communications department at Trinity School and mailed to parents, alumni, grandparents, and friends of Trinity.

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Dear Trinity Community, The months of June and July provide me with time to catch up on the books that pile up on my desk during the school year. My favorite read this summer—recommended to me by many—was Range: Why Generalists Triumph in a Specialized World, which advises parents to resist the temptation and even societal pressure to have their child over-specialize early in a particular field and rather let them enjoy and learn from a well-rounded educational experience. To the book’s author, David Epstein, the popularity of Malcolm Gladwell’s book Outliers and its 10,000 hours of practice has sadly resulted in many parents having their child singularly focus on one area, especially in sports. Yet the resulting lack of varied skills and experiences often acts as a detriment to the child later in life. The ultimate message of the book is in order to thrive in a changing world and workplace, young children today need wider, not narrower skills and experiences.

This summer, I also skimmed over books that have earned a place on my crowded bookshelf. These are books that have guided and shaped my philosophy of education. As I re-read the opening chapter of Educating for Character by Thomas Lickona, I was reminded of Trinity’s goal to inspire and challenge our students to become both smart and good. While smart and good are generic adjectives that English teachers circle and write “too vague” on student essays, their surface simplicity masks the complexity of achieving them.

In schools, smart involves cognitive development, what many refer to as IQ. Certainly, schools must ensure students gain appropriate skills and concepts of content knowledge. But to truly develop smart students, schools must also create a learning environment and culture in which students are encouraged and inspired to use their knowledge base and apply critical and creative thinking and problemsolving skills. Epstein stresses the importance of a well-rounded education in helping students see patterns, make connections, and find interrelations. Being able to do something new and creative with one’s knowledge is the true essence of being smart. At Trinity, robust and varied educational experiences and opportunities to identify and solve problems certainly ensure our students become smart!

Good in schools focuses on character. Much current research in education touts the importance of emotional intelligence (EQ) in today’s workplace and the responsibility schools have in developing it in our students. Lickona breaks down character into two domains: ethical and performance. Ethical qualities include empathy, integrity, and respect while performance involves accountability, persistence, and self-assurance. Ancient Greek philosophers knew that being smart needed to be complemented by being good, i.e., using one’s cognitive ability to make a positive difference in the world. Trinity devotes much time and effort in helping guide and develop our students in having strong inter- and intrapersonal skills, habits, and attitudes.

This issue of Flourish contains excellent examples of how we help our students become both smart and good, including ongoing professional development of our faculty, the new UED Math Specialist position, and the success of our grantsupported STEAM Integration Specialist. Finally, as you look at where our most recent Sixth Graders are attending middle school and the colleges where our Class of 2013 are attending, know that the strong foundation formed at Trinity girds their future success in being both smart and good!

Sincerely,

Joseph P. Marshall Head of School @JosephPMarshall

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learning.

We cultivate a love of

Trinity, Atlanta’s only private elementary-only school, serves children age three through Sixth Grade by design.

We believe this configuration best supports children’s growth and development. Our entire focus—expertise, facilities, resources—is devoted to these young learners and helping them flourish.

Discover Trinity School firsthand at one of our Open Houses.

2019:

November 12 December 3

2020: January 15 Begin your child’s journey at trinityatl.org/admissions 404-231-8118

flourish Established 1951 6

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New Trustees Erica Cummings, Carrie Lanier, Marcellus Parker, Boynton Smith, and Neal Williams ’72 are committed to Trinity’s mission and vision.

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Ready to serve Trinity’s Board of Trustees welcomes five new members this year. We thank each of them for their commitment to Trinity’s mission and vision for the future.

Erica Cummings Erica Cummings and her husband, David, are the proud parents of four children: Trinity alum Landon ’20, Trinity Fourth Grader Claire and First Grader Grant, and two-year-old James.

She says, “I am honored and excited to contribute to Trinity as a member of the Board of Trustees and look forward to helping the School continue to innovate and position itself for success into the future.”

Trinity is incredibly fortunate to have Erica and her talents join our Board of Trustees. She believes that Trinity is exceptional because of the dedication of the leadership, faculty and staff, and parent volunteers who work together to create a dynamic learning environment for students that is unparalleled in Atlanta.

“There is nothing more important than infusing young children with curiosity and a love of learning,” she says.

When Erica and her husband first visited Trinity nine years ago, one of the first things they noticed was that the School embraces childhood and is a joyful place to learn. Since then, she has also come to appreciate the intentionality, research, hard work, and collaboration among the faculty that goes into creating such a vibrant learning environment.

At Trinity, Erica has served in numerous volunteer roles, including Grade Level Representative, Sustainability Committee Chair, Uniform Committee Chair, and Room Parent. She has also been a member of the Spotlight on Art Inventory committee for the past several years.

This school year, she is co-chairing the Spotlight on Art Gala.

Erica formerly worked as an environmental consultant and a high school science teacher. She is a member

of Peachtree Road United Methodist Church and the Junior League of Atlanta and writes for the League’s quarterly magazine, Peachtree Papers. Erica was on the Board of Directors for The Preschool at Peachtree Road United Methodist Church from 2014 until 2017, serving as its chair in 2017, and recently joined the board of Feed My Lambs. She graduated from Duke University with a Bachelor of Science in Environmental Science and Earth and Ocean Sciences and holds a Master of Arts in Teaching from Emory University.

Carrie Lanier Carrie Lanier and her husband, Whit, have three daughters: Trinity Third Grader Sylvie, Trinity First Grader Edythe, and three-year-old Van. Excited to join the Board of Trustees, Carrie says, “I love doing meaningful work with smart people, and the members of the Trinity Board of Trustees are not only smart, but also insightful and passionate about ensuring that Trinity remains the best of the best in elementary education.”

Carrie cares deeply about the School—not only for her own children, but also for generations of Trinity students to come— and will be a tremendous asset to the Board. She believes that Trinity’s promise to “cherish childhood” has always been and always will be its greatest strength as well as instilling a lifelong love of learning in its students. She knows that her daughters are indeed becoming lovers of learning as they race into the School’s front doors every day, eager to get to their classrooms and soak up what their day has to offer.

An active parent volunteer at Trinity, Carrie has been involved in Spotlight on Art and is slated to be an Artists Market Chair during the 2020–21 school year. She enjoys all parent engagement opportunities that Trinity offers and frequently attends the Javas with Joe and TSPA’s Diversity, Equity, and Inclusion chats.

Bringing great experience with her, Carrie has just rolled off a two-year term on the Atlanta Speech School Board of Directors and has been on the Skyland Trail advisory board since 2016. A graduate of

the University of South Carolina Honors College, she also has a decade of awardwinning marketing and public relations experience, having worked at Jackson Spalding and Spanx. The Laniers are members of St. Luke’s Episcopal Church.

Marcellus Parker Marcellus Parker and his wife, Aisha, have a seven-year-old son, Bryson, who started at Trinity School as an Early Learner and is now a happy Second Grader.

Trinity is fortunate to have Marcellus’s leadership and commitment as a new member of the Board of Trustees.

“The opportunity to have a direct hand in helping to ensure that Trinity remains a place where students thrive, families feel supported, and the amazing faculty and staff are given the chance to enhance their professional development is the most exciting aspect about joining the Board of Trustees,” says Marcellus.

“Without question, Trinity’s greatest strength is its people,” he continues. “Trinity families are incredibly involved and support the School in a myriad of ways, and the School is gifted with unbelievably talented teachers and administrators who go above and beyond every single day to make sure the students receive an unparalleled educational experience.”

Marcellus is deeply invested in the School and has served as a Parent Fund Class Caller and volunteered for Admissions Open Houses, Fall Festival, and Spotlight on Art. His wife, Aisha, is Chair-Elect for this school year’s Spotlight on Art. Marcellus is the Americas Head of Real Estate and Workplace for Jones Lang LaSalle and directs all activities for the JLL corporate office portfolio and its first-in-class workplace initiatives. He is a graduate of The University of North Carolina at Chapel Hill. While at UNC, he worked with the Educational Foundation, Inc. to help identify and cultivate donors for the university’s scholarship organization. Before UNC, Marcellus attended The Asheville School, a private college preparatory boarding school, where he later completed a successful

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term on its board. The Parkers are active members at Buckhead Church.

Boynton Smith Boynton Smith and his wife, Elizabeth, are the proud parents of two Trinity alums, Adair ’18 and Amelia ’19. The Smith family loved their Trinity Experience, and now as a Trustee, Boynton looks forward to ensuring other families have the same opportunity to benefit from such an amazing school.

Trinity is fortunate and grateful to have his leadership on the Board.

Boynton says, “One of the School’s many strengths is that there is a common thread of compassion among the faculty and staff, wanting each child to succeed to the best of their ability. Trinity makes learning fun and memorable and gives the students confidence as they move forward in their education.”

While parents at Trinity, Boynton and Elizabeth were active members of the community, serving as Parent Fund Grade Captains and participating in Spotlight on Art. Also, beginning when their children were very young, the entire Smith family built tremendous bonds and friendships with other Trinity students and parents, for which they are forever grateful.

Boynton is a Senior Vice President with McGriff, Seibels & Williams, where he has worked for 25 years, specializing in complex insurance and risk transfer transactions. An active volunteer in the Atlanta community, he is a member of the Shepherd Center Board of Directors and was previously on the Shepherd Center Foundation Board, serving as its chairman for two years. In addition, he has served on the board of Buckhead Christian Ministries

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and been an elder twice at Peachtree Presbyterian Church, where he also served as chairman of the personnel committee.

Neal Williams ’72 Neal Williams ’72 and his wife, Sarah, are parents to Trinity alum Ella Anne ’20 and Third Grader and former Trinity student Jackson, who is currently attending the Atlanta Speech School. Neal also has a son, Ryan, who lives in St. Simons with his wife and two daughters, and a daughter, Britton, who is married and lives in Stone Mountain. An alum of Trinity School, Neal is excited and humbled to join Trinity’s Board of Trustees, and the School is fortunate to have him join the School’s leadership as a Trustee.

Neal and his wife have actively volunteered with TSPA, the Parent Fund, and Spotlight on Art, with Sarah chairing Spotlight on Art 2016.

Neal is Vice Chairman of N.A. Williams Company, a manufacturer’s representative agency established in 1934 by his grandfather. Prior to his 25year tenure at N.A. Williams Company, he worked as a pilot in commercial aviation, served in the United States Marine Corps, and graduated from Georgia Southern University. The Williamses are members of Trinity Presbyterian Church, and Neal has been involved with the church and the Agape Youth and Family Center for many years.

Recently, Trinity’s evolution was brought into perspective for Neal as he walked down the History Hallway at Trinity and saw his Seventh Grade picture (Trinity went to Seventh Grade in 1972). His class photo was taken during the infancy of the School, when it resided in the basement of Trinity Presbyterian Church, and this picture now hangs across from the School’s makerspace, called the iHub. Neal says, “Coming from somewhat subterranean classrooms to now seeing 3D printers shows what was and is possible, and I look forward to being a part of Trinity’s future.”

He believes that Trinity excels in developing everyone to succeed under different circumstances and in different settings.

“Trinity’s environment complements all students, and the faculty recognize them for who they are,” he says. ’The School meets our students where they are and responds accordingly.”

Written by: Margaret Douglas Director of Advancement

Bachelor of Arts in Spanish University of Georgia At Trinity since 2008

Give. Grow.

flourish At Trinity, our resources are dedicated to growing young minds. Nurtured like seedlings, our students blossom into strong, confident, independent thinkers – each with an unbreakable foundation.

Join us as we strive for 100 percent participation in The Trinity Fund. You are making a difference by providing our school with the resources that give children the freedom to flourish. Thank you for helping us grow!

We support this growth through The Trinity Fund, our annual fundraising effort that provides support for curricular upgrades, classroom improvements, technology, need-based financial assistance, and faculty salaries. Your gifts allow the School to continually grow our programs, enhancing each student’s Trinity Experience every year.

To make your gift, please visit trinityatl.org/give or contact Katie Hammett, Director of The Trinity Fund and Major Gifts, at 404-760-4407 or khammett@trinityatl.org.

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AWAC receives fresh, new look and equipment If you have visited the Allison Williams Activity Center (AWAC) recently, you have seen some of the impressive updates Trinity School made over the summer.

One of the most prominent changes was replacing the bleachers with cushioned, retractable seating from Hussey Seatway, UK, specialists in the design and manufacture of telescopic seating for education, sport, and theatre spaces. Now with space for more than 600, the seating features lit aisles, carpeted decks, and upholstered cushions with laminated wood fascia accents. The gym floor was refinished with fresh graphics and the border carpet was replaced. The walls received new paint and new drapes were added on the stage and sidewalls.

In addition, the entire existing audio, video, and lighting were replaced with a cuttingedge A/V and lighting system that includes top-of-the-line subwoofers, and the theatrical and vestibule lights were replaced.

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New UED Math Specialist Kerry Coote works with Second Graders at the beginning of the school year.

We are all mathematicians Introducing Trinity’s New UED Math Specialist Kerry Coote is one of those people who can change your life after spending just 10 minutes with her. I know, it happened to me. After visiting Kerry in her math camp

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classroom this summer to talk about her new role as Upper Elementary Division Math Specialist here at Trinity, I left with a completely different outlook on math. I have never been a math lover; it has always been a struggle for me. Kerry, on the other hand, has been a lover of math for as long as she can remember.

Kerry says everyone “knows her as a math person,” and when the School announced its search for the new position of Upper

Elementary Division Math Specialist, she knew it was an exact fit for her passions and skill set. A member of the Trinity community since 2012, most recently as a Second Grade Associate Teacher, Kerry says that Trinity is home to her and has been her only employer since moving to the United States from Toronto, Canada.

A native of Kingston, Jamaica, she and her husband, Howard, are the proud parents of two wonderful girls, who started at Trinity as an Early Learner and as a Pre-K

student and cannot imagine themselves anywhere else. As a teacher and a parent, Kerry is thankful for the School’s emphasis on encouraging personal reflection and tinkering with approaches until a higher level of success is achieved.

Well-equipped for her new role, Kerry was thrilled to receive the job and is excited to share her enthusiasm for math with others. Growing up she was always drawn to science and math, which lead to her earning a Bachelor of Science in Electronics and Physics from the University of the West Indies. Kerry also holds a Bachelor of Science in Early Childhood Education from Kennesaw State University.

Before becoming the UED Math Specialist, she regularly stepped outside of her formal role as an Associate Teacher to share her passion with others. Over the past four years, she has strengthened her craft as a math educator through her community participation, serving as a co-chair on the Faculty Staff Leadership Team (FSLT) Math committee, facilitating Pi in the Sky Math, and leading after-school math classes and summer camps. Kerry is committed to continuing professional development and is currently pursuing a Master of Arts in Teaching Mathematics at Mount Holyoke College.

As the UED Math Specialist, Kerry works directly with Second through Sixth Grade students to deepen their understanding and use of mathematics while coaching teachers to develop more effective instruction and assessment practices.

This new position complements the outstanding work that Early Elementary Division Math Specialist Becky Holden is doing with our students in Early Learners through First Grade. Kerry is eager to see how the students grow as math learners and the teachers flourish as math educators with her support. She looks forward to mentoring her colleagues and working with students who are at different learning levels on a daily basis, allowing her to have a greater impact on the lives of students and build their understanding of many different types of skills.

Kerry says, “I want students to understand that there are no good or bad mathematicians; we are all mathematicians.”

Kerry is also focused on encouraging teachers to seek out opportunities that allow students to demonstrate what they know before attempting new instructions.

She feels this new role at Trinity will allow her to help every student she meets feel confident in their math skills and help her succeed in bringing her vision to be the best math educator she can be to fruition.

As a Trinity parent, Kerry is pleased that the School is going above and beyond to enhance students’ math understanding.

This new position will anticipate the needs of students as they learn new content and will be a great resource for teachers.

She says, “Students often develop misconceptions and fears about math, including a perception that it is difficult, that only a few people can do math well.

My goal is to encourage students to think of themselves as problem solvers and to embrace any uncertainty or struggle as a learning process that leads to true understanding.”

Written by: Stephanie Selman Associate Communications Manager

Bachelor of Science in Interdisciplinary Studies Kennesaw State University At Trinity since 2019 @trinityatl @trinityschool /trinityatl

Kerry also says that teaching gives her a tremendous sense of joy and fulfillment; she considers it a privilege to have the opportunity to shape young minds and to help students have those “light bulb moments” when they believe in their own potential. When speaking with Kerry you can tell that she pours her heart and soul into everything she does.

“Trinity has always invested in me,” she says. “In my new role as UED Math Specialist, I have the opportunity to give back to this community through my love and passion for math and our students.”

After concluding my interview with Kerry, I felt like math isn’t the scary subject I believed it to be, that I too can be a mathematician. If you ever have the chance to spend 10 minutes with Kerry Coote, please do so. She will leave a lasting impression. Trinity School is lucky to have such a loving, genuine, and passionate employee shaping the lives of our students.

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Front Row: Kindergarten Learning Specialist Jennifer Tran, Pre-K Lead Teacher Claire Cagle, First Grade Lead Teacher Ali Avery, Learning Specialist Michelle Perry, Instructional Technology Specialist Karen Boykins, First–Fourth Grade Science Lab Teacher Lauren Kane, Early Elementary Division Music Teacher Phyllis Sommer

Award recipients demonstrate extraordinary commitment In August, the Academic Leadership Team celebrated excellence in service by presenting awards to 15 esteemed members of the faculty and staff.

These awards, which provide unique professional development experiences or stipends to enhance salaries, were made possible by generous gifts to Trinity’s endowment over the years. This year, due to two new gifts to the endowment, the administration was able to present awards from six endowed funds to honor passionate employees who demonstrate extraordinary commitment to Trinity.

The Rollins Quest for Excellence grants, which include a stipend to be used for personal and professional growth and renewal, were made possible by a very generous gift from the Gary W. Rollins

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Foundation to recognize dedication and loyalty to Trinity. This year, Fifth Grade Lead Teacher Thomas Benefield, Instructional Technology Specialist Karen Boykins, First Grade Lead Teacher Hilary Daigre, Early Education Math Specialist Becky Holden, Science Teacher Lauren Kane, Science Teacher Thalia Scott, and Learning Specialist Jennifer Tran were honored to receive this prestigious award.

First Grade Lead Teacher Ali Avery, Pre-K Lead Teacher Claire Cagle, and Learning Specialist Michelle Perry received awards from The Childress Family Fund for Faculty Excellence.

Established in 2013, The Childress Family Fund for Faculty Excellence supports faculty members in their professional growth and development.

Awards presented each year give teachers the opportunity to pursue an innovative program to increase awareness, knowledge, and proficiency or insight that will be applied in the classroom and shared with Trinity colleagues. With funding from this award,

Ali and Claire look forward to learning how to intentionally incorporate more play into the curriculum at the “Learning to Play and Playing to Learn” conference through the University of Cambridge in the United Kingdom. Michelle, who will also travel to the UK, will visit Millfield UK—one of the leading independent schools with expertise in dyslexia—to observe classroom instruction and bring back knowledge, tools, and resources to share with the Trinity Community.

STEAM Integration Specialist Kate Burton and Music Teacher Phyllis Sommer were honored at the reception for receiving grants from the Teacher Opportunity Fund. Established in 1994, the Teacher Opportunity Fund is an endowment fund set up to honor excellence in teaching. The fund provides awards to faculty for exploration and curriculum enhancement. With her award, Phyllis will explore the intersection of science and music and its influence on brain development in young children at McMaster University in Canada as well as Northwestern

Back Row: Fifth Grade Science Teacher Becky Maas, First Grade Lead Teacher Hilary Daigre, Fifth Grade Lead Teacher Thomas Benefield, Early Elementary Division Science Teacher Thalia Scott, Second Grade Lead Teacher Grace Riley ’03, Pre-K Lead Teacher Katherine Anderson, STEAM Integration Specialist Kate Burton, Early Elementary Division Math Specialist Becky Holden

University in Evanston, Illinois. Kate will attend a summer institute at Brightworks School, a school in San Francisco, to help her plan and implement engaging learning experiences for Trinity students.

Pre-K Lead Teacher Katherine Anderson was recognized with the Stephen G. Kennedy Fund for Faculty Excellence award this year. Established to honor previous Head of School Stephen Kennedy’s 11 years of service to Trinity, this award and stipend honors a faculty member using innovative best practices to foster Information Age skills.

Because of the generosity of The Chambers Medical Foundation, Trinity was able to present the inaugural award from The Chambers Medical Foundation Fund for Faculty Excellence to Science Teacher Becky Maas. Continuously working to raise awareness and contribute to the health and well-being of others, Becky will use her award, which provides exceptional faculty members the opportunity to pursue professional development, to travel to Kenya to gain firsthand knowledge of the country’s

challenge and efforts to provide clean water. She looks forward to bringing back stories, photos, videos, and knowledge to share with colleagues and Fifth Grade students during their unit on fresh water.

Congratulations to this year’s grant award recipients!

Second Grade Lead Teacher Grace Riley ’03 was honored with the inaugural award from The Hartman Family Fund for Faculty Excellence, which was established by Nathan Hartman to provide stipends to teachers who go above and beyond to provide exceptional service to Trinity School.

Upper Elementary Division Head Sarah Barton Thomas says of Grace, “This leader has shown exceptional service to Trinity in a variety of ways. As a Faculty Staff Leadership Team committee chair, she has led her team to excellence in organizing resources and supporting clarity in instructional practice. As a Grade Level Team Leader, she led by example in organization, innovation, and interdependence. She is a deep thinker and active listener who regularly seeks ways to grow her work with children.”

Written by: Katie Rosengren Associate Director of Advancement

Bachelor of Arts in Economics Washington and Lee University At Trinity since 2003

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Faculty and Staff Milestones Join us as we celebrate the personal milestones of Trinity School’s faculty and staff in this recurring feature.

After 18 years as a resident of the United States, Marsha Harris, Trinity’s Director of Curriculum, received her American citizenship on April 5, 2019.

Born and raised in Goderich, Ontario, Marsha married North Carolina native Jeff Harris in 2004. They have two children, 12-year-old Loch and eight-year-old Alden.

Kindergarten Lead Teacher Mary Jacob Harris and her husband, Chris, welcomed their first child, Henry Rankin Harris, on May 22, 2019.

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Upper Elementary Division French Teacher Sarah Meurisse and her husband, Laurent, welcomed Liam Ives André Meurisse on January 8, 2019. Liam joins proud big sisters Mila and Willow.

First Grade Lead Teacher Abbie Shaw and her husband, Ben, welcomed their first child, William “Will� Everett Shaw, on February 14, 2019.

Third Grade Lead Teacher Lauren McClelland married Tad Darden on April 6, 2019, at Ansley Golf Club in Atlanta.

The couple spent their honeymoon in Hawaii.

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Highlights Trinity Tidbits New York Times bestselling author visits Trinity Nathan Hale, the author and illustrator of many graphic novels, including the New York Times bestselling historical nonfiction series Nathan Hale’s Hazardous Tales, visited Trinity on January 16. He met with Upper Elementary Division students, discussing his books with Third–Sixth Graders and holding a separate session about illustrating with Second Graders.

Hale teaches last year’s Second Graders about his illustration process.

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Trinity featured in ASCD newsletter

Pat Kerner presents at national art conference

Trinity School was featured in the March 2019 edition of the Association for Supervision and Curriculum Development (ASCD) “Education Update” newsletter. Director of Teaching and Learning Jill Gough highlights the School’s use of learning progressions in the article, “Will Design Thinking Kill the Rubric?” written

by Kami Thordarson and Alyssa Gallagher. The ASCD newsletter focuses on trends in K–12 education, instructional and leadership practices, and new research that informs learning and teaching.

A 20-year veteran faculty member, Third–Sixth Grade Art Teacher Pat Kerner co-presented “Authentic Assessment in Choice-Art” on March 13 at a pre-convention Choice-Art Full-Day Immersion Workshop during the National Art Education Association (NAEA) National Convention in Boston.

Pat’s portion of the seminar focused on how elementary-age students are able to assess their own growth and skills as artists through their documentation methods, reflections, self- and classroom critiques, skill acquisition celebrations, and year-end portfolios.

Students enjoy new learning space in Discovery Woods In February, Trinity installed a standalone classroom in Discovery Woods. The 12” x 20” building features a Cape Cod design, skylights, transom windows, and two six-foot double doors. Utilized during science classes and River Kids, the Amish-made classroom was made possible by Sixth Grade class gifts from the Class of 2015 and the Class of 2016.

Trinity’s new standalone classroom in Discovery Woods was made possible by Sixth Grade class gifts.

Alyssa Gangarosa serves as guest conductor

Kate Burton presents at national science expo

At Trinity since 2007, Music Teacher Alyssa Gangarosa served as the guest conductor for the Paulding County Elementary Honor Chorus on March 16. The 150 participating Fifth Graders were selected by their teachers from elementary schools across Paulding County and sang several selections, including a version of the traditional folk song “The Fox” that Alyssa helped arrange and get published.

At Trinity since 2007, STEAM Integration Specialist Kate Burton presented “Building a Culture of Collaboration for STEAM Integration” at the National Science Teaching Association STEM Forum and Expo held from July 24–26 in San Francisco.

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Highlights

Student’s bookmobile provides books to underserved families Fifth Grader Mary Sellers dreamed of being a librarian in preschool and now is living out that dream through her bookmobile. She organized and runs The Best Little Book Mobile, a nonprofit business and traveling library that provides books to underserved families in Atlanta’s Westside. Throughout the month of April, Fourth Graders held a book drive for The Best Little Book Mobile.

On April 12, the bookmobile made a stop on campus for donations, and Mary Sellers provided her then fellow Fourth Graders with a tour of her mobile operation.

Last year’s Fourth Graders were excited to donate books to Mary Sellers’ cause and to see her bookmobile in person.

Trinity faculty present at literature conference Numerous Trinity faculty members presented at the 28th annual KSU Conference on Literature for Children and Young Adults: New Horizons in Children’s and Young Adult Literature, held on March 18 and 19. STEAM Integration Specialist Kate Burton and Science Lab Teacher Lauren Kane presented “Sparking Students’ Love for Science with Storybooks”; Kate also presented “STEAM Starts from the Stacks”; Director of Teaching and Learning Jill Gough presented “Using Sketch Notes To Make Thinking Visible” and “Mathematizing Children’s Literature”; Director of Curriculum Marsha Harris presented “Using Literacy to Inspire and Spark Coding with Young Learners”; Early Elementary Division Math Specialist Becky Holden presented “Mathematizing Our Read Alouds”; and Fifth Grade Lead Teacher Laura McRae co-presented “Delving Deeper into Reading.”

Kate and Lauren pose for the camera before they begin their presentation.

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Trinity Choir performs at Carnegie Hall On March 25, the 42 members of Trinity’s Fifth and Sixth Grade Choir participated in a choir festival at Carnegie Hall. Arriving in New York on March 23 to begin rehearsals with their Festival Choir, our students were under the direction of the internationally renowned children’s choir director and composer Henry Leck. This was a special treat for Second–Fourth Grade Music Teacher and director of the Fifth and Sixth Grade Choir Alyssa Gangarosa, who served as assistant director of the Indianapolis Children’s Choir under the direction of Mr. Leck for seven years.

Made up of 134 singers from six choirs around the world, the Festival Choir performed many complex pieces of music, including a piece in Portuguese whose composer worked directly with the students. Alyssa, who was assisted and accompanied by UED Music Teacher Caitlin Grubbe, prepared the music ahead of the festival. During rehearsals, two Trinity students were selected by Mr. Leck out of all the group’s singers to be role models of expressive singing and correct vowel shapes, then-Fifth-Graders Emerson and Gabby. In addition, then-Fifth-Grader Chambless was one of very few participants to be selected by the conductor to sing a solo on the Carnegie Hall stage.

Jill Gough is spotlight speaker at national conference

Trinity’s Festival Choir was composed of 134 singers from six choirs around the world.

At Trinity since 2012, Director of Teaching and Learning Jill Gough was a spotlight speaker at the National Council of Supervisors of Mathematics (NCSM) Annual Conference in San Diego, held from April 1–3. She presented “Leading Learners to Level Up: Deepening Understanding of Mathematical Practices” as well as “Embolden Your Inner Mathematician” to leaders in mathematics education.

Becky Holden leads seminar at national conference Early Elementary Division Math Specialist Becky Holden, who joined the Trinity faculty in 2015, led a seminar on “Utilizing Read Alouds to Develop Mathematical Ideas” at the 2019 Cognitively Guided Instruction National Biennial Conference in Minneapolis, Minnesota, on June 26.

Becky poses for a photo at the CGI Conference.

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Highlights

Then- Kindergartner Zavien and his brother, then-Third-Grader Izayn, experiment in the iHub with their parents, Ambreen and Hussein, to help promote STEAM Night.

Trinity School hosts STEAM Night On April 9, 150 students and parents participated in the inaugural STEAM Night at Trinity School, during which families worked together on STEAM challenges. This free event included dinner and was a great way for parents to observe how their children have been engaged in scientific thinking and problem-solving at the School. Activities included boat building, Blue-Bot activities, circuit building, engineering challenges, marble runs, color mixing, space exploration, make your own thinking jar, and hoop gliders.

Michaela Davida earns master’s degree This summer, Third Grade Associate Teacher Michaela Davida received her Master of Arts in Special Education from The University of Alabama, where she also earned her Bachelor of Science in Education. She has been at Trinity since 2018.

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Kate enjoyed participating in various astronaut training simulators, including the multi-axis trainer.

Written by: Nicole Fash Director of Marketing and Communications

Lauren and Kate pose in their flight suits during their week-long Space Camp.

Burton and Kane attend Space Camp As part of their ongoing professional development, STEAM Integration Specialist Kate Burton and Science Lab Teacher Lauren Kane attended Space Academy for Educators at the U.S. Space and Rocket Center in Huntsville, Alabama. From June 19–25, they participated in authentic astronaut training and simulations, met with former astronauts and NASA engineers, and planned lessons to bring space flight and exploration to life in the Trinity classrooms.

Master of Arts in Media and Cultural Studies University of Sussex, Falmer, England Bachelor of Arts in Public Relations and Spanish Shorter College At Trinity since 2016 @trinityatl @trinityschool /trinityatl

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Highlights

Trinity Traditions Trinity School’s rich history began in 1951. While the campus has moved twice since its founding and the School’s programming is enhanced every year, Trinity also maintains numerous gradelevel, division-wide, and school-wide traditions that reinforce the School’s identity, curriculum, and values. This section is dedicated to highlighting some of the many special events that our students look forward to every year.

Pre-K Olympics In February, Pre-K students trained hard to participate in specially adapted sporting events during their very own Pre-K Olympics. Students had fun while learning about different countries and teamwork as they earned medals during events such as “bobsled” contests, tricycle and “horse” racing, hurdles, basketball, and soccer with the entire Trinity community of students cheering them on.

101 Days of First Grade At the beginning of the second semester, First Graders celebrated the 101st day of school. Dressing up as one of the 101 Dalmatians, students developed numeracy through special games and activities designed around the number 101.

Kindergarten Trip Around the World In March, Kindergarten students learned the history, geography, and culture of various countries as they deepened their understanding of community. Parents were then invited to join them for a Trip Around the World celebration, where they “traveled” around the world with their Kindergartners and experienced all that students learned about different communities.

Third Grade Living Museum In the spring, history came alive as each Third Grader researched and took on a historic figure’s persona. After coming together with the rest of the Trinity students at a celebratory assembly, Third Graders confidently told their character’s story to visitors during the Living Museum.

All traditions occurred during the second half of the 2018–19 school year.

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Fourth Grade Wagon Train In April, Fourth Graders explored the life of a pioneer in the 1800s as they set out on the Oregon Trail. They endured treacherous trails, desert heat, winter storms, mountain passes, river crossings, wild animals, and snakes before the culminating wagon round-up when they arrived in Oregon.

Third Grade Colonial Day In April, Third Graders enjoyed Colonial Day, the culminating event celebrating several months of cross-curricular study.

They presented the colonial singing and dancing they learned in music, the colonial journals they wrote from the perspective of a colonist living in the new world, and the different crafts they made in Choice-Art Studios and on Colonial Craft Day. They also performed a reader’s theater to demonstrate their knowledge, fluency, and presentation skills in regards to Colonial America.

Fifth Grade Olympics In April, Fifth Graders culminated their study of different countries through a fun and competitive outdoor Olympics event. The entire Trinity student community joined the Fifth Graders for the opening ceremony and team events – baton relay and chariot races. The fun continued with individual events, an Olympic-sized feast, and an awards ceremony.

Sixth Grade Opera For the 42nd year, Sixth Graders performed an annual opera that was a highlight of their time at Trinity. Taking the stage as characters in the specially adapted version of H.M.S. Pinafore, students amazed audiences with beautiful live singing, lavish costumes, and incredible set design.

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Features Kindergarten Lead Teacher Caroline Tritschler and some of her students from last year —Grant, Tessa, Allie, Jack, Margaret, and George—react to seeing Mount Trinity erupt.

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STEAM integration: one year later In February, I hustle down the science hall pushing my STEAM cart ahead of me. After parking the cart in my office, I review its contents, from the Mayan headdress supplies to the tub that contains supplies for my next lesson.

I grab the tub and head to the parking lot. After unrolling wire and placing an overturned terra cotta pot in just the right location—not under a tree, away from parked cars, easily seen from the carpool lane—with a note to not disturb it, I head down to Ms. Caroline and Ms. Monique’s Kindergarten classroom.

The students and I discuss their recent arrival in Pompeii during their “travels” around Italy, and they are eager to learn more about the famous Mount Vesuvius.

I tell them that I am so excited to be their tour guide on their morning field trip to see Mount Trinity, a composite volcano similar to Mount Vesuvius. The students line up at the door with their field trip buddies, and Ms. Caroline and Ms. Monique agree to be the “bus driver” and “photographer” while I run to be in position when they arrive in the carpool lane.

Once we’re all outside, I explain to the students that composite volcanoes are highly explosive and are known for their pyroclastic flows, which are different from shield volcanoes that are characterized by red, continuously flowing lava. I point out the overturned pot and tell them that they are viewing Mount Trinity. One student expresses indignation that it does not tower thousands of feet in the air and another asks if they can get closer. I tell the class that we need to view dangerous composite volcanoes from a great distance, and I also reassure them that while Mount Trinity may lack height, all composite volcanoes have impressive eruptions.

After the group does a countdown, I press the button on my model rocket launch controller to ignite Mount Trinity.

There is a muffled pop, then the hissing sound of steam. Sparks and ash begin to fly out of the pot to the delighted cheers of Kindergartners. But it is when the charred pieces of sugar that I used as fuel continue to pour out and ooze over the rim of Mount Trinity that the students’ jaws really drop.

After the eruption, I answer students’ questions about how Mount Trinity worked. While the “volcano” is still too warm to let the students near it, I gather some charred sugar so that the students can look at our “pyroclastic flow.” Several students comment that this charred sugar smells like campfire marshmallows, and the class makes a good inference that marshmallows might be made of a lot of sugar.

Kate Burton shows students the charred remains of the sugar that fueled the eruption.

To end the lesson, the class circles around Mount Trinity about 10 minutes after the eruption finishes, and while they are several feet away from the now extinct volcano, they are amazed that they can still feel heat coming off the terra cotta. And as the class makes their way back to their classroom and I clean up the remnants of Mount Trinity, I think to myself, “I have the best job ever.”

I am Trinity School’s STEAM Integration Specialist. This role acts as an instructional coach for integrated studies in the Kindergarten through Fourth Grade classrooms. I model and deliver science and STEAM lessons,

collaborate with the base classroom teachers to design and implement new integrated lessons, and deliver in-house professional development focused on STEAM. Funded by a three-year grant from The Goizueta Foundation, the STEAM Integration Specialist position was introduced last school year. The Foundation partners with schools that support “the implementation of inspiring and promising academic programs in schools” around STEAM and that share their focus on inspirational leadership, a love of learning, creative thinking, courage and commitment, transparency and trust, and excellence and integrity. The Goizueta Foundation’s core principles align with Trinity’s program and pedagogy pillars of building academic and character foundations; deepening students’ educational experience; empowering students in their learning; and fostering continued curiosity, creativity, and confidence.

STEM and STEAM have become every curriculum publisher and toy manufacturer’s favorite way to describe their products, and with good reason.

The U.S. Department of Education’s website on STEM reminds us that, “in an ever-changing, increasingly complex world, it’s more important than ever that our nation’s youth are prepared to bring knowledge and skills to solve problems, make sense of information, and know how to gather and evaluate evidence to make decisions.”

STEAM integrated studies allow our students to do this. We know that many of them will have careers in industries that haven’t been invented yet, and these problem-solving, sense-making, and evaluating skills will help them navigate issues we can’t even imagine. Trinity stands out from other schools in that our STEAM studies are not a standalone course or an isolated experience or unit; we integrate STEAM into the work and curriculum of our base classrooms. In Visible Learning for Science: What Works Best to Optimize Student Learning, the authors state that, “Science classrooms

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After being inspired by a read-aloud of the book Rosie Revere, Engineer, Kindergartners Emma, Brooks, and Cayden select items to engineer “gadgets, and gizmos, and doohickeys, too.”

where teachers see learning through the eyes of their learners and learners see themselves as their own teachers provide the greatest learning environments [emphasis in original],” (page 2). Because we’re integrating STEAM into base classrooms’ curriculum, our teachers do see learning through the eyes of their students, and our students absolutely see themselves as their own teachers.

can support and propel their learning and understanding in other areas. I want them to be excited to build their own knowledge base by exploring their questions. I want Trinity students to see themselves as problem solvers who are willing to work to find answers and solutions that might not be immediately apparent. And I want to help them on their journey of being lifelong learners.

While the Trinity-supported professional development opportunities I have taken, my background as a science teacher, and my specialist’s degree in Curriculum and Instruction and doctoral work in Teacher Leadership have prepared me for developing lessons that integrate STEAM and assisting teachers in their STEAM integration, over the last year I have discovered there is still much to learn about how to develop and deliver engaging lessons to elementary-aged students. I have learned how much talent and passion Trinity Teachers have and share with our students every day. For nine years, I taught Trinity Sixth Graders and had the enviable position of working with students who had benefited from the full Trinity Experience. In the last year, I have seen the myriad of small steps, guided by amazing educators, that goes into getting those young people ready to be the Leadership Class.

My role helps teachers feel confident in their science teaching and empowered to blend academic topics. We collaborate so that they see how powerful lessons can be when we allow student inquiry and creative exploration to drive the learning.

And our work of designing and delivering STEAM lessons builds on our learning progressions work so that our faculty builds a community of experts who are better together.

I want our students to see how interconnected all learning is and how their strengths in one academic arena

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References Almarode, John, et. al. Visible Learning for Science: What Works Best to Optimize Student Learning. Thousand Oaks: Corwin, 2018.

Goizueta Foundation. “Who We Are: Focus and Shared Values.” The Goizueta Foundation. www.goizuetafoundation.org (accessed July 13, 2019).

U.S. Department of Education. “Science, Technology, Engineering, and Math.”

Ed.gov. www.ed.gov/stem (accessed August 10, 2019).

Written by: Kate Burton STEAM Integration Specialist

Educational Specialist in Curriculum & Instruction Kennesaw State University Master of Arts in Elementary Math and Science University of South Florida, St. Petersburg Bachelor of Arts in English Stetson University At Trinity since 2007 @k8burton @STEAMTrinityATL

Trinity’s best practices in World Languages At Trinity School, we know that our students are capable of understanding, communicating, and speaking in another language when given the time, tools, and talent from our skilled World Languages teachers. The brain of a

young child, particularly during the preschool and elementary school years, can acquire additional language skills as if it were their mother tongue because the language center of the brain is still developing and readily available for more information. We know that these young language learners have innate curiosity and wonder that allow them to feel confident and less worried about making mistakes. We also know that in addition to cultural benefits to learning a second (or third) language, there are cognitive benefits such as enhanced problemsolving and critical thinking skills and character development.

Trinity has established a FLES (foreign language in the elementary school) program for Spanish and French instruction. This type of programming is focused around content and themes that provide opportunities for storytelling, role-play, and real-life situations. We focus on the developmental skills of listening, speaking, and cultural competency through authentic experiences such as stories, music, and cuisine.

At Trinity, learning is our focus. Just like they do in our language arts classrooms, World Language students explore vocabulary and grammar through

While they teach different languages, French Teacher Vesna Galtere and Spanish Teacher Jessica Murray both utilize visual cues, manipulatives, puppets, games, songs, and rhymes to encourage learning.

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integrating their communication, reading, and writing experiences rather than through direct and isolated instruction alone. FLES programs follow a natural progression of understanding, speaking, reading, and, ultimately, writing. This follows the natural development of language acquisition in one’s first language. All our students, Early Learners through Sixth Grade, are developing language and building proficiency that will prepare them for middle school and beyond.

Instructional techniques focus on communication and learning through gestures, expressions, and role-playing, such as ordering food at a restaurant or asking for directions. Trinity Teachers utilize visual cues, manipulatives, puppets, games, songs, and rhymes.

Additionally, reading instruction and classroom libraries help develop communication skills and encourage students to remain in the target language with material that is comprehensible and that they will grow into as their proficiency progresses.

At Trinity, collaboration is our culture.

We have invested in professional development and the best teachers in the field so that with their experience and continued research, we implement current best practices and methods for teaching. Annually, World Language experts visit Trinity to provide professional development in the areas of content knowledge, assessment practices, and classroom pedagogy.

Our teachers also attend national and regional conferences to learn specific methods of instruction and network with other educators in the field.

Based on the ACTFL (American Council for the Teaching of Foreign Language) Standards, Trinity designs its curriculum in Spanish and French with culturally specific and parallel content knowledge, authentic experiences, and academic outcomes.

Centered around a theme or story that students can connect with, Trinity teachers intentionally craft and design lessons that are engaging, relevant, and purposeful for young learners.

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Teachers who understand the relationship between the content, their students, and themselves engage in high-quality instruction and planning for the entire department. For example, in the Early Elementary Division, French Teacher Vesna Galtere and Spanish Teacher Jessica Murray have developed a strong working relationship that puts children and their content at the forefront of all they do. Each one is responsible for teaching a different language; however, they are both invested in all the EED students. Through the use of classroom agreements and learning progressions for desired proficiency, they ensure that they have common academic outcomes. Routines and repetition, with structure and predictability, enable students to practice vocabulary and phrases until it becomes a habit in their daily communication. Even though Madame Galtere and SeĂąora Murray teach different languages, their routines, expectations, and experiences are common for students. Their continual communication and collaboration are vital in maintaining and enhancing a robust World Languages program.

When students transition to the Upper Elementary Division, methods and practices remain the same but have a deeper focus on reading and presentational speaking. Students have confidence and are prepared to remain in the target language for the entire World Language class. By the end of Sixth Grade, students can communicate spontaneously and with confidence. They have the skills to ask questions to gain understanding and clarity of tasks.

A highlight of the Trinity School curriculum, our World Languages program fosters wonder and curiosity, instills cultural awareness, grows interpersonal communication, and develops strong proficiency outcomes for our students as they move on to middle school.

Written by: Marsha Harris In Collaboration with: Jessica Murray

Marsha Harris Director of Curriculum Master of Education in Instructional Technology Lesley University Bachelor of Arts in Elementary Education; Bachelor of Arts in Drama in Education University of Windsor, Canada At Trinity since 2008 @marshamac74

Jessica Murray Early Elementary Division Spanish Teacher Master of Science in Instruction and Curriculum Leadership University of Memphis Bachelor of Arts in Spanish Samford University At Trinity since 2018

Choose your own adventure at Trinity School

Summer Camp!

Trinity School Summer Camp offers a variety of academic, specialty, and sports camps— including Coach Brian Balocki’s popular Atlanta Sports Camps—for children ages 4 to 13. Choose your child’s summer adventure from our camps that will run Monday–Friday from June 1–26 with limited offerings available from July 27–31.

Trinity School Summer Camp is open to the public. Trinity parents will receive a sneak peek of the camps in December, and registration will open on January 30! www.trinityatl.org/summercamp

Please contact Kayleen Whitmer, Director of Extended Programs, at kwhitmer@trinityatl.org for more information.

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Choral Counting and Counting Collections Deepening critical reasoning in Pre-K The Book Study Ask any teacher at Trinity School, and they can tell you about a professional development opportunity that has reshaped their way of thinking and teaching in the classroom. For Early Elementary Division teachers, one of those opportunities was participating in a faculty book study on Choral Counting and Counting Collections by Megan L. Franke, Elham Kazemi, and Angela Chan Turrou.

In February, Director of Teaching and Learning Jill Gough and Early Elementary Division Math Specialist Becky Holden invited faculty members to independently read and collaboratively discuss this text that explains the importance of two math routines in the early childhood classroom.

Choral Counting in Pre-K When reading Choral Counting and Counting Collections, you quickly realize that these seemingly simple tasks open a world of possibilities for exploring numbers, patterns, and sets. The first of the two routines begins with the class counting together while the teacher writes down the number sequence in a specific manner. Following the count, the teacher opens the discussion by simply asking “What do you notice?” The magic of choral counting happens when a teacher’s careful planning and the students’ natural observations come together. As they do so, students examine number relationships that enable them to identify, discuss, and use patterns and the structure of the number system. In the whole group setting, students often support one another to count, to see relationships and patterns,

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to build on someone else’s idea, and to ask different kinds of questions about mathematics.

Choral Counting is a routine that inspires students to share their mathematical observations. Once a few students share what they notice, it’s typical for all the other students to become eager to share their ideas as well. According to Frank, et. al, “No matter the ease or difficulty of the count, each student can notice something and contribute to the conversation” (p. 12).

Everyone is invited to participate, and over time, students develop the confidence to share their thoughts freely. The beauty of discussing the patterns as a class is that all ideas are welcome, and students begin to see new patterns as they hear each other’s ideas. This back and forth sharing encourages deeper observations over time.

During one class, Pre-K students had built up stamina to count together from 0 to 50 by 1s with vertical columns of 10.

As they began sharing observations, they commented on everything from how the single digits were only in the first column, to extending the pattern on the top row to 60, 70, and so on. After that observation, students noticed the other rows also added 10 each time. Finally, one student noticed a diagonal pattern of numbers (12, 23, 34, 45), and the teacher asked the question, “Why do you think the numbers do that?” The students discussed ideas as a class until they determined the sequence was increasing by eleven, prompting them to extend the pattern to 56, 67, 78, 89 and realizing that the pattern changed when they got to 100.

These kinds of conversations provide an engaging way to practice critical thinking and scaffold students in their mathematical development.

Counting Collections in Pre-K In the second of the two routines, the students do precisely as it sounds. They count collections of anything, from beads and cubes to pencils and popsicle sticks.

Children who participate in Counting Collections routinely benefit in many ways. Primarily, they strengthen their ability to count objects using one-to-one

correspondence. As their counting skills grow, so do their collections. Eventually, students begin thinking about the best ways to count as their collections increase in size. This allows for rich discussions about counting accurately, strategies for keeping track, skip counting, and using tools to group smaller sets within a collection.

Another aspect of this exercise is recording how many items are in their collections. In Pre-K, students draw math pictures to show how they count, and they write the corresponding numbers to show how many they count. These recordings provide an authentic, meaningful way for young children to practice writing numerals and sharing their ideas.

This exercise goes far beyond simply counting and recording as students work collaboratively with a partner.

This process initiates circumstances in which students must work through problems and challenges by using essential social-emotional skills such as communicating their ideas respectfully, listening to others, sharing materials, and taking turns. “My partner and I counted a different amount, so how do we know who is right? I want to count them in a line, but my partner left them in a pile.

How can I count them that way?” While they naturally begin to develop the math and social skills to solve these problems, teachers scaffold the work by asking what the authors of Choral Counting and Counting Collections call “why questions” (p. 13). This simple word can reveal so much about our students’ thinking.

When we ask our students open ended questions like “Why is that?” or “How do you know?” they feel empowered to share more about what they think and discover.

In this way, teachers gain important insight about their students’ mathematical thinking. They can observe how students count, talk with students about their plans for keeping track, listen to conversations during partner work, and confer with students one-on-one to gain a deeper understanding of what their students know and can do. These observations inform

Last school year, after building stamina to count to 50 using vertical columns of 10, Pre-K students shared observations as a class and began to see new patterns as they heard each other’s ideas.

teachers about what to teach next and how to differentiate their instruction. Are any students struggling with a particular skill?

Do they need additional practice with any part of the routine? Which students are ready for a new challenge? These are just a few questions that we might ask ourselves as we reflect on our observations from a Counting Collections session and begin to plan for the next round.

During one Counting Collections session in Pre-K, when two partners finished counting and recording their collection, the teacher asked if they could count the collection in a different way. One student said, “I can skip count!” Her partner observed as she arranged their collection into groups of two and proceeded to

count, “2, 4, 6, 8.” Later, these partners showed the rest of the class their new counting strategy, working together to arrange the items to demonstrate skip counting them by 2s. They were so proud of their accomplishment! The next time we did a Counting Collections session, the teacher noticed a few more sets of partners counting their collections by 2s as well. Similar learning experiences such as this occur regularly, boosting students’ confidence, critical thinking skills, and overall beliefs about mathematics.

At the end of last school year, then Pre-K student Mills said, “I’m way better at math now that I’ve done Counting Collections all year long. It really helps me learn how to count and add lots of things!”

Collaboration and Planning Ahead Collaboration is our culture at Trinity School. Just as students can benefit from working with and learning from one another, teachers are better together.

Teamwork allows us to expand our understanding of teaching and learning, and it better prepares us for anticipating our students’ needs. As members of our Choral Counting and Counting Collections book study at Trinity School, we improved our skills by listening to other teachers’ ideas, working cooperatively to count and record collections with teachers from different grades, and observing the many different patterns that other

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Written by: Katherine Anderson, Becky Holden, and April Patton

Katherine Anderson Pre-K Lead Teacher Bachelor of Arts in Early Childhood Education University of Millikin At Trinity School since 2014 @Kanderson_PreK

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Pre-K students Lucy and Meyer work on Counting Collections together. After selecting the bag of material they wanted to count, Meyer counts the items and Lucy double checks the count for accuracy. Later this year, they will draw pictures of how they counted their collection and write the corresponding numeral to show how many they have.

Becky Holden

teachers noticed while we completed Choral Counting sessions together.

When planning for Choral Counting and Counting Collections with our Pre-K students, we worked together to plan the best starting points, develop effective routines, and anticipate student outcomes and observations. While planning one Choral Counting activity together, we first agreed upon using a sequence from 10–30 and began writing the numerals in our notebooks. We soon realized that we were organizing the numbers in two different ways, one horizontally and the other vertically. This difference led us to notice many patterns in the two arrays, and we wondered what our students would notice as well. We decided to try using both arrangements with our students, allowing for future comparison between the two. Putting the two side by side gave the students a chance to notice things like which patterns were the same and

Bachelor of Science in Early Childhood and Elementary Education Middle Tennessee State University

that some numbers “switched spots.” This opportunity arose from a coincidental observation while planning together, showing just how impactful collaboration can be.

As Pre-K teachers, we strive to instill confidence and competence in our young learners. Our book study provided a new way for us to accomplish this goal in mathematics and more. As the authors state, “Choral Counting and Counting Collections provide a space for students to participate in varied ways as they cultivate a joy for mathematics and develop strong identities as doers of mathematics” (p. 4). We have already seen these results from our limited time exploring these new routines, and we are confident that continued practice will help our students grow and flourish as young mathematicians.

Early Elementary Division Math Specialist Master of Education (Reading Specialist) Middle Tennessee State University

At Trinity School since 2015 @bholden86

April Patton Pre-K Lead Teacher Master of Education in Early Childhood Education University of Phoenix Bachelor of Science in Child and Family Development University of Georgia At Trinity School since 2012 @MsAprilsPreK

Sixth Grader Naomi practices public speaking in front of classmates.

Don’t be afraid, it’s just Seventh Grade Trinity’s foundation for middle school and beyond Many of us remember our middle school years with a mixture of loathing and terror

or, perhaps, we have glossed it over and remember only the best parts. Either way, middle school is a time of great socialemotional, intellectual, and physical change. As we approach the end of the first quarter of the twenty-first century, our tweens face even greater challenges with the ubiquity of social media and 24/7 communication access. They face the mounting societal pressure for high achievement in every area. Nevertheless, some middle school-aged areas of growth and development remain perpetually the

same. Awkward changing bodies, rollercoaster emotions, and increased academic workload are all universal elements of the Seventh Grade experience.

Last spring, Trinity hosted a panel of experts in the area of navigating the hurricane of middle school. I served on the panel with Molly Jamieson, parent of a current Sixth Grader and a Trinity alum; Erica Pendleton, Trinity School Counselor; Tony Shaffer, Middle School Head at St. Martin’s Episcopal School; and Joe Marshall, Head of

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Sixth Grader Leighton, a candidate for Student Council officer, gives her election speech.

School. Each panelist has experience in raising, teaching, and/or leading early adolescents and shared nuggets of wisdom with our families.

Recognizing common emotional, academic, and physical changes, one theme emerged: “It’s going to be OK.” All children will go through both peaks and valleys throughout middle school. Even the most confident and conventionally successful child will struggle with selfesteem in Seventh and Eighth Grade.

Regardless of actual appearance, academic success, social circles, or

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prowess in activities and sports, all children will have a time when they say, “I’m stupid. No one likes me. I’m terrible at everything.” This is a part of the identitybuilding experience of being a tween.

Parents can support their children by their consistent presence, boundary setting, listening, and open-minded conversation around the issues their children are facing.

Children in this phase of life still want their parents, even if they slam the door.

Trinity makes intentional efforts to prepare students for the transition into adolescence on multiple levels. In

Fourth Grade, our students receive daily homework to build strong study habits and grow their time management skills. They also gain independence through the use of our 1:1 device program as well as our learning management system to access resources, homework, and other features.

Beginning in Fifth Grade, our academic structure allows students the experience of managing independent transitions and a gradually increased workload.

Through our Values, Outdoor Education, and Leadership programs in Fifth and Sixth Grade, our students focus on

Written by: Sarah Barton Thomas Upper Elementary Division Head

Master of Science in Education in School Administration Johns Hopkins University Bachelor of Science in Vocal Music Education Northwest Missouri State University At Trinity since 2018 @teach2connect

positive identity development, teamwork, conflict resolution, organization, public speaking, and many other executive function skills. Our emphasis on positive discipline, self-regulation, and restorative practices allow our students to make mistakes in a safe space that emphasizes learning and natural consequences over punitive actions.

At Trinity, we want our students to cherish their childhood as we prepare them for the future. While we focus on skills, both academic and social-emotional, that ready them for middle school and

beyond, we put a strong emphasis on the elements of childhood that can fade quickly: unstructured play, outdoor time, reading aloud, singing, dancing, creating art, unabashed laughter, and unlimited chances to try and try again.

We know all our Trinity students will have these deep roots as they branch out into the next leg of their educational journey. It won’t always be easy, but they will forever be grounded in the values and lessons they learned as a Trinity student. And, “Once a Trinity child, always a Trinity child.”

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A preview of

Spotlight on Art 2020

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Since 1982, Spotlight on Art has been an integral part of Trinity School, making it a significant participant in the Southeastern art scene and raising $2.78 million in the last five years alone. Part of what makes Spotlight on Art so special is the way it unites our community. With the common goal of raising money for the School, more than 100 parent volunteers work yearround to make this series of art events a success.This year, we kicked off the Spotlight season with our Pop-Up Gallery at Neiman Marcus at Lenox Square, which runs until November 7. We made the event more intimate by limiting the number of participating artists, allowing us to truly showcase and “spotlight” each artist’s work. The Pop-Up at Neiman Marcus has more of a gallery look and feel and displays most of the pieces we received from this year’s select artists: Sally King Benedict, Mark Boomershine, Renee Bouchon, Susan Hable, and Eva Magill-Oliver.

For the third year in a row we look forward to our Pop-Up Shop during parent-teacher conferences in November. The Pop-Up Shop is open to current Trinity families and is a great preview of things to come at the main Artists Market. The Pop-Up Shop will feature work from artists participating in the Artists Market as well as new Trinity spirit wear items that are only available through Spotlight on Art. The Shop will also include jewelry, home décor, and other small gift items that are perfect for gifting during the holidays.

For the third year in a row, Spotlight on Art is proud to participate in the Atlanta Homes and Lifestyles’ Home for the Holidays Designer Showhouse. This year our artwork will be featured in the upstairs

Mark Your

Calendars!

Atlanta Homes & Lifestyles Home for the Holidays Designer Showhouse November 14–December 8 Artwork from Spotlight on Art will be featured in the Home for the Holidays Designer Showhouse, which is located at 4825 Woodvale Drive NW, Atlanta.

Artists Market January 27–February 1, 2020 Featuring the work of more than 350 selected artists, spanning all price points and styles, the Artists Market includes an ever-changing inventory in 6,000 square feet of gallery space.

The Market averages daily sales of 1,000 pieces of artwork, and curated sections include contemporary, realism, sculpture, and jewelry. Held at Trinity School, the Market is open to the public with free parking and admission. Visit SpotlightOnArt.com to see daily market hours.

Gala Auction Celebration February 22, 2020 Atlanta History Center Parents, faculty, staff, and Trustees are invited to this special evening that is the culminating event of the Spotlight on Art season. Tickets must be purchased in advance, and other members of the community can participate by bidding online for items. Visit SpotlightOnArt.com for details.

• Opening Night Celebration Monday, January 27 | 6-9 PM

• Cocktails and Canvases Friday, January 31 | 6-9 PM

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Features

hallway of the Showhouse, which will be designed by interior designer Grayson Pratt, who is also a Trinity parent. The Showhouse will take place on Thursdays– Sundays from November 14–December 8.

Be sure to visit 4825 Woodvale Drive NW, Atlanta, to view and purchase Spotlight on Art pieces.

You don’t want to miss out on this year’s Artists Market, which will take place Monday, January 27– Saturday, February 1. The Artists Market is the best place to discover art from new, upcoming artists as well as established, well-known artists.

Stop in often as inventory changes daily.

Also mark your calendars for special events during the Market: Opening Night will be held on Monday, January 27, from 6–9 PM and Cocktails and Canvases: Meet the Artists will be held on Friday, January 31, from 6–9pm.

Lastly, we will cap off the Spotlight on Art season with our annual Auction and Gala, which will be held at the Atlanta History Center on Saturday, February 22. Open to Trinity parents, faculty, staff, and Trustees, the fun-filled evening will feature silent and live auctions, a seated dinner catered

by Bold Catering and Design, and live music. This final celebration is a great way to bring the community together and raise a toast to another successful year. More details, including ticket information, will be sent to the Trinity community soon.

We are looking forward to another great Spotlight on Art and are grateful for all the volunteers who make the event a success!

Written by: Leisy Ruddock Director of Spotlight on Art and Special Events

Bachelor of Arts in Psychology Rhodes College At Trinity since 2018 @spotlightonart @spotlightonart /TrinitySpotlightOnArt

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Alumni Enduring connections A conversation with alums who are now Trinity parents Back before Stripes the tiger roamed the halls of Trinity School, before the media center was transformed into the Overend Learning Commons, and before Trinity occupied its current 43 acres of indoor and outdoor learning spaces, there were Trinity students, without uniforms, learning first in the basement of Trinity Presbyterian Church, then on Northside Parkway in what is now the Atlanta Girls’ School.

While the facilities have changed, the fundamental core and mission of the School have remained the same. It is for this reason that many Trinity alumni have decided to give their own children the Trinity Experience that they had. I spoke with several of our 28 alums who are also Trinity parents about their strong ties to the School and the connections that have endured decades.

Q: What are some of your favorite Trinity memories?

Mark Bell ’88: I loved my time at Trinity.

Two favorite memories are the day the boiler went out because it was cold, so we got a snow day without having to

have snow and the fact that I had three Trinity classmates in my wedding.

Kate Nellis Burns ’95: Trinity was such a nurturing environment for me; there was a real sense of family that created special bonds with teachers and lifelong friendships with classmates. In terms of specific memories, there were so many annual and classroom traditions that we all looked forward to, including Field Day, Oregon Trail, class trips to Highlands and Jekyll Island, Fantastic Fridays, The Nutcracker, and the Sixth Grade operas.

Heather Hipp Byrnes ’93: I remember classes with Ms. Mo, the “Winitt minute,” and library stories with Mother Goose. I loved our Fifth Grade trip to Highlands and the Sixth Grade trip to Jekyll Island.

Tillman Douglas ’79: My favorite memories are of the friends I made during my eight years at the School; many are still great friends today! Other fun memories include a pipe-smoking headmaster, Ham Kimzey, Ms. Jacobs, Ms. Haverty, Ms. O’Donnell and her bathtub in the classroom, the Sixth Grade talent show (I played the drums), and “Trinity Affinity” T-shirts.

Grant Gandy ’89: I enjoyed the Fifth Grade Olympics, trips to Jekyll Island, Savannah, and Simmons’ Farm, science experiments with Ms. Neale, listening to the Bulldog Beat with Ms. Mo, switching classes with my twin brother Ross, and churning butter and making applesauce for the Thanksgiving pageant.

Michael McDaniel ’87: My favorite memory from Trinity was the Sixth Grade trip to Jekyll Island. I enjoyed camping out and nature walks at night on the beach with our class. The trip was right after Top Gun came out in the movie theaters, and we listened to the sound track the entire bus trip. I also have very fond memories of our Sixth Grade performance of The Mikado. I still sing the songs to our kids, which always embarrasses them. I also really enjoyed my Third Grade experience with our teacher Lisa Haverty. She always had a lot of animals in the class, including snakes.

Allen Moseley ’81: I have so many fond memories of Trinity. One of my favorites has to be my role as a disc jockey in the Fourth Grade school play (on vinyl, of course) and a slightly more sophisticated role in The Mikado opera in Sixth Grade.

Matt Norman ’81: I have fond memories of recess as well as play performances. I recall the Kennesaw Mountain hike and when Trinity School moved to Northside Parkway in the fall of 1980 for our Sixth Grade year. That year the opera was The Mikado under the direction of Ms. Vrieland and performed outside.

Whitney Brown Novak ’90: My Trinity memories really encapsulate my entire childhood. I remember watching a solar eclipse through pinhole viewers in Kindergarten and losing my first tooth at school in First Grade. I remember being

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Alumni

Left to right: Kate Nellis Burns ’95, Heather Hipp Byrnes ’93, Whitney Brown Novak ’90, Ben Teague ’89, Liza Jamison Davidson ’89, Amy Arnold McBrien ’92, David Overend ’86, Catherine Humann Callaway ’97, Tillman Douglas ’79, Cinda Koets Boomershine ’84, Malcolm Smith ’93, Jaci Thomson Shanks ’95, Mark Bell ’88, Jack Arnold ’92, Matt Norman ’81

scared to go to a separate classroom for math, then finding out that Ms. Maureen and Ms. Tift made math magical.

Jaci Thomson Shanks ’95: One of my favorite memories at Trinity was my Fourth Grade year with Ms. Mo, which also happened to be the year the Braves won the World Series. More often than not, our homework was to go home and cheer on the Braves. I remember so fondly the Wagon Train and the project in which you selected a historical person to imitate; I chose Amelia Earhart. I think that was also the year we put cigarettes on trial, and my friend Aaron and I were the attorneys. Ironically enough, we both became attorneys and started our careers at the same law firm here in Atlanta.

Malcolm Smith ’93: We had a great class at Trinity, and I made lifelong friends during my time here. The Trinity Olympics, The Nutcracker, and great trips to places like Jekyll and Camp Glisson all stand out. I also had some memorable teachers, like Ms. Mo, Ms. Songster, Ms. Shuford, and Coach Steve.

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Q: Describe some of the similarities and differences you see in Trinity today compared to when you were a student here.

Jack Arnold ’92: The differences between then and now are obvious, starting with the amazing campus, the increased student count per grade, and, of course, the uniforms. But those are all superficial markers. The underlying spirit of Trinity remains the same: a dedication to the elementary education experience, a focus on building character and leadership, and a celebration of all the wonders of early childhood.

Mark Bell ’88: The core of the School is the same; there is an effort to be open and inclusive to families that share and value a child-centric learning environment.

Heather Hipp Byrnes ’93: The biggest difference is a totally different campus! But I see so many of the precious parts of the old campus embodied in the new campus, such as the beautiful Learning Commons,

the warm classrooms, and the teachers who care so much for their students.

Tillman Douglas ’79: The facilities are far and away the biggest difference; they are exceptional and attract top-notch, talented teachers. We had fantastic teachers back in my days, but certainly today, the talent is top shelf.

Amy Arnold McBrien ’92: The biggest similarity to me is how invested the teachers are in their students’ success.

The building is the biggest difference; the thoughtfulness that went into its design is amazing.

Whitney Brown Novak ’90: The biggest similarity is the caring and nurturing teachers. Each student receives just the right amount of attention based on their age and needs, to encourage growth while letting them know that there is someone there to help them up if they fall. There is still a balance toward the development of the whole child; not just academic, but artistic, physical, emotional, and social, which

are all important in long-term growth and building confidence. One difference I see—and love—is the encouraged interaction between grades. Each grade has buddies from another grade, and I love the interaction and mentoring that takes place with these relationships.

While students in my day left Trinity as confident Middle Schoolers, I think that there is even better confidence building taking place at Trinity now.

Malcolm Smith ’93: Our daughter started at Trinity this year and it’s clear to me that the nurturing and dynamic environment that defined Trinity during my time is still central to the School.

Q: What Trinity traditions are you most looking forward to your child experiencing?

Kate Nellis Burns ’95: Our favorite tradition last year was Pirate Day. We are gearing up for Pre-K Olympics and many more to come.

Catherine Humann Callaway ’97: I feel so fortunate that my daughter will be able to experience Trinity in its entirety from Early Learners on. The fact that she will experience many of the same songs, activities, programs, and traditions that I did is extremely special. Even more special is that Trinity is committed to maintaining these traditions while constantly striving to enhance them as the School maintains a standard of educational excellence.

Jason Chambers ’89: I hope my son gets to experience all of the fun and unique opportunities Sixth Graders have at Trinity. In addition, the plays, chariot making for the Fifth Grade Olympics, and the opera are all things I look forward to reliving.

David Overend ’86: My son just graduated from Sixth Grade and it was one of the best years of his life. I look forward to seeing my other children have that same experience.

Jaci Thomson Shanks ’95: I look forward to my daughter experiencing Field Day, Wagon Train, and the Christmas program.

Ben Teague ’89: I am excited about the friendships that have the potential to last a lifetime.

Q: Why did you choose Trinity for your child? Why was a Trinity education important to you?

Catherine Humann Callaway ’97: Trinity has a reputation for growing confident and secure children. I am excited to see the learner and person our daughter becomes at Trinity and to use this experience to make the best decision for her next step.

Jason Chambers ’89: We feel as though Trinity will nurture and support whatever type of learner our child is today and becomes in the future. Regardless of his interests and talents, Trinity will prepare our son for success in middle and high school and beyond.

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Alumni

Grant Gandy ’89: I wanted my children to have a similar early learning experience to my own. We are excited about the STEM lab and all the experiential learning that our boys will encounter.

Michael McDaniel ’87: The elementaryonly education creates a unique environment for learning. The smaller size allows for more individualized teaching and allows you to understand your child’s unique strengths and challenges.

Allen Moseley ’81: It started with our interest in a school that focused on an elementary-only education. Trinity is such a national leader in that segment, with cutting-edge curriculum and a focus on the development of the whole child.

Matt Norman ’81: Without knowing what kind of students or learners our children were, Trinity provided the environment to answer those questions. We chose the School to broaden our children’s exposure to individuals who would go on to many different schools and to help us to identify which middle and upper school environment is best for our kids.

Jaci Thomson Shanks ’95: We decided on Trinity because, as cliché as it sounds, we see that Trinity not only says they cherish childhood, they live it, and this was a priority for us. In a time when kids are growing up faster and faster each year, we wanted to send our children to a place where their creativity, their intelligence, their curiosity, and their spirit are nurtured and nourished. Our kids are only little once, and we want to cherish these years.

Ben Teague ’89: We love the elementaryonly focus. We appreciate the nurturing environment with all the School’s focus and resources being devoted to younger learners. It’s really unique. We were also really pleased we made the decision for our daughter to have the Sixth Grade Leadership experience; it was great to see her growth. I loved the relationships I had with teachers all through Trinity, and it was fun coming back into the Trinity

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community as a parent and seeing faces that were here when I was a student.

That’s a true sign of a special place!

Q: As a parent, what do you see in your child’s current Trinity Experience that reflects your own experience as a Trinity student?

Jack Arnold ’92: I see a reflection of my own experience in countless forms: the sense of community; the pride of place; the reverence for traditions, but the willingness to evolve; and the fun!

Most notably though is the character building and leadership components of the Trinity Experience. There is a bond between “Trinity people” that is unique to this place. “He went to Trinity” is not just the recognition of a familiar face, but of a certain core character.

Mark Bell ’88: I see far more similarities than differences. Most importantly, my children can’t wait to get to school each day, which is the final verdict on the ability of an institution to create lifelong learners.

Kate Nellis Burns ’95: I see him building confidence, feeling accepted, and beginning lifelong friendships.

Heather Hipp Byrnes ’93: Two of my closest friends (and bridesmaids in my wedding) went to Trinity, and my daughter has already made wonderful friends.

Amy Arnold McBrien ’92: When my children get in the car at the end of the day, I see their excitement for learning.

They want to tell me all about the neat things they have learned that day and show me the projects that cross disciplines like art, math, and science.

This is the same excitement for learning that I gained while a Trinity student.

Allen Moseley ’81: The lessons the School teaches every day about tolerance, respect for one another, and how to be a contributing global citizen have served both me and my children very well.

Whitney Brown Novak ’90: I may not have realized it at the time, but I definitely see it in my daughter’s experiences at Trinity: the teachers are caring and supportive, while still expanding boundaries and encouraging growth; the experiences are challenging but doable; and the opportunities are unparalleled.

David Overend ’86: The biggest thing I have noticed is the joy they feel every day as they hop out of the car. They are so excited to run into school and see their friends and teachers.

Written by: Khette Plyler Director of Alumni Relations and Assistant Director of The Trinity Fund

Bachelor of Science in Dietetics and Nutritional Sciences The University of Vermont At Trinity since 2012 /Trinity-School-Alumni-Association

Allison Williams left a lasting legacy with the founding of Trinity School in 1951. Allison and his wife, Jo’s vision of Trinity serves as an inspiration that should encourage each of us to follow in their footsteps and create our own legacy at Trinity.

Make the gift of a lifetime Members of The Allison and Josephine Williams Legacy Society have included Trinity in their wills or estate plans. Their gifts provide financial support that is critical for the School’s future. Trinity relies on planned gifts to grow and flourish. Our physical campus, named professional development funds, and endowed scholarships all benefit from the generosity of The Allison and Josephine Williams Legacy Society members. Planned gifts continue our readiness for opportunities and challenges ahead and help Trinity remain a leading elementary-only institution. We are grateful for these thoughtful donors because their unique financial support ensures that the School will be prepared for the future and for future generations of Trinity students.

Planned Giving at Trinity It is easy to leave a lasting legacy at Trinity through a planned gift.

• Wills and Trusts: make an important impact on Trinity that doesn’t cost anything during your lifetime and will only take effect after your other obligations are fulfilled • Life Insurance Policies: create a long-term gift that won’t draw funds from your estate • Retirement Plan: name Trinity as a beneficiary of your retirement plan, and leave less-taxed assets to family • Stock and Appreciated Assets: take advantage of appreciated securities without incurring a capital gains tax • Donor-Advised Fund: make Trinity the final beneficiary of your existing fund

Contact Katie Hammett, 404-760-4407 or khammett@trinityatl.org, to speak further about including Trinity in your future plans or if they already include Trinity.

Additional information can be found on Trinity’s Planned Giving website: http://trinityatl.plannedgiving.org

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Alumni

Alumni Events Class of 2013 Reunion The Class of 2013 and their parents were invited back to Trinity on April 28 for an evening of reminiscing and celebration as these alums prepare to graduate from high school. Everyone enjoyed a taco bar and beautiful weather on the Early Elementary Division playground as members of Trinity’s Class of 2013 received and read the letters they had written to themselves in Sixth Grade.

Allie Nagel ’13 and her mom, Jenny Nagel, look at yearbooks with two other parents of alumni from the Class of 2013.

Allen Thompson ’13, Julien Roddenbery ’13, Charlie Trimble ’13, Miles Todd ’13, Madison Aarons ’13, and Eva Pound ’13 smile for the camera.

Members of the Class of 2013 gathered for a group photo.

Eve of the Opera Party On May 8, Trinity alumni in Seventh through 12th Grade came to wish the Sixth Grade cast of Pirates of Penzance well the night before the curtains opened on the annual opera. Alums enjoyed pizza as they signed cards for the cast and laughed as they watched the slideshow of operas past. The Sixth Grade opera is always the most talked about Trinity tradition among alums and an accomplishment worth celebrating.

Isabelle Cascone ’18, Victoria Simms ’18, and Piper Gotch’18 pose together in the Learning Commons.

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Alums gathered for a group picture during the Eve of the Opera party.

Welcome to the Alumni Association Luncheon Before our Sixth Graders walk the aisle of Trinity Church for the graduation ceremony, they are welcomed into the Alumni Association with a luncheon. Held on May 10, the soon-to-be alums created care packages to send to other Trinity alums who were also about to begin a new chapter, their freshman year of college. After pizza and ice cream sundaes, the Alumni Association presented each Sixth Grader with a copy of Dr. Seuss’s iconic book Oh, the Places You’ll Go! that included hand-written messages from members of Trinity’s faculty and staff.

Caroline Moseley ’19, Amanda Glidden ’19, Anna Speer ’19, and Milan Barnes ’19 work together on care packages for members of the Class of 2013.

Jonathan Hunt ’19 and Peter Buckley ’19 pause for chocolate syrup at the ice cream sundae bar.

Sadler Wilson ’19 and Olivia Teague ’19 enjoy the luncheon together.

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Alumni

2019 High School Graduates and

College Choices Madison Aarons, University of North Carolina

Donovan Mitchell, University of Florida

Alyssa Abraham, University of North Carolina

Ellie Munson, Georgia College

Sreya Atmuri, Georgia Institute of Technology

Allie Nagel, University of Alabama

Drew Balser, University of Texas

Eliza Normark, University of Pennsylvania

Sarah Grace Barr, Florida State University

Matthew Oluyide, University of Wisconsin, Madison

Kate Carson, University of Virginia

Jena Paramesh, Tulane University

Jenna Codner, Auburn University

Trey Parikh, University of Notre Dame

Ellie Conway, University of Southern California

Chloe Park, University of Michigan

Sellers Crisp, Auburn University

Annie Parsons, Auburn University

Kiley Culbertson, University of South Carolina

Josh Patrick, Georgia Institute of Technology

Graham Dixon, Sewanee: University of the South

Eva Pound, University of Georgia

Benjamin Egan, University of Colorado, Boulder

Lele Preuss, University of South Carolina

Emily Ezell, Davidson College

Andrew Protiva, William & Mary

Anders Feinour, University of Virginia

Emily Pulver, University of Georgia

Ryan Fesenmeyer, University of North Dakota

Hayden Ratliff, University of Virginia

Meme Fort, College of Charleston

Kathryn Reisner, Washington University

William Foshee, University of Virginia

Julien Roddenbery, Auburn University

Grace Fullam, University of South Carolina

Mikaela Sanders, University of Miami

Sasha Fuson, University of California, Los Angeles

Maddie Schroeder, University of Georgia

Wyatt Griffith, Auburn University

Will Seiler, University of Pennsylvania

Kate Gryboski, Texas Christian University

Tommy Smith, Wake Forest University

Virginia Harrison, Washington and Lee University

Lily Stewart, Southern Methodist University

Katherine Hennessy, University of Virginia

Mira Subramaniam, Vanderbilt University

Brittany Hickman, Rhodes College

Matthew Sumlin, University of Georgia

Joseph Hirsch, Tulane University

Will Thompson, Auburn University

Charlie Hirsch, University of North Carolina

Allen Thompson, Auburn University

Drew Hockstein, University of Colorado, Boulder

Myles Todd, University of Tennessee

Thomas Hudson, Baylor University

Audrey Tomko, Georgia Institute of Technology

Peter Huff, Washington University

Charlie Trimble, Georgia Institute of Technology

Campbell Johnson, University of Georgia

Dylan Vroon, Yale University

Ryan Jones, Louisiana State University

Nathalie Waid, Mills College

Bill Jordan, Southern Methodist University

Christopher Walker, Columbia University

Will Kandzari, University of Colorado, Boulder

Cole Walker, Duke University

Melissa Kight, Eckerd College

Kate Waters, University of Georgia

Madeline Langley, Southern Methodist University

Zelle Westfall, School of the Visual Arts

Jeremy Levin, University of Georgia

William Weston, Clemson University

Marcus Lewinstein, Rhodes College

Mary Alston Whitaker, Southern Methodist University

JD Lindauer, Texas Christian University

Zoe Wood, George Washington University

Ben Mangum, Rollins College

Kaki Zuch, Savannah College of Art and Design

Meg McCartney, University of North Carolina Sophie McGahan, Miami University Wyatt Millner, University of North Georgia

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Class of 2019

I am leaving Trinity with...

Teddy Allen Woodward Academy lots of great friends, confidence, a passion for learning, and a great mindset Hutch Balocki The Lovett School great friendships, memories, and teachers that I will never forget Milan Barnes Atlanta Girls’ School loving friends, great memories, and lots of knowledge Campbell Battin The Westminster Schools great friendships, organization skills, leadership skills, and fun memories Ashton Beasley Marist School a childhood of many amazing experiences and a love of learning and curiosity Peter Buckley The Westminster Schools the lessons I learned and all the friends I’ve made

Haddon Buschmann Marist School strong friendships and memories that I will never forget Pierce Daniel The Lovett School memories of friends, teachers, and amazing events, and a commitment to learn more Trevor Dempsey The Westminster Schools all my fun memories and friendships Greta Ferro The Westminster Schools lifelong friendships, leadership skills, and lots of memories Brooks Fowler Galloway School a love of writing and reading, amazing friends, and a less shy personality Amanda Glidden The Westminster Schools an amazing experience

Riley Haig Woodward Academy fun memories and great friendships Jonathan Hunt The Westminster Schools friendships that will last a lifetime Davis Jones The Lovett School character and friends Russell Markwalter Marist School incredible friendships that have grown over the years and incredible talents and knowledge that Trinity has given me Ethan Mattingly The Westminster Schools a respect for hard work Hailey McGruder The Westminster Schools great friends that have helped me grow and learn more about myself and great leadership skills that will help me for the rest of my life

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Walker Meacham Woodward Academy a lot of friends and fun memories, like Wagon Train Jack Mobley Woodward Academy fun memories and awesome friendships Caroline Moseley The Westminster Schools amazing friendships that will last a long time, memories that will stick with me forever, and teachers that helped me and supported me in everything Owen Norman The Westminster Schools good friends and a personality that I did not have before, great memories, a great understanding of academics, and a greater understanding of who I am John Overend The Westminster Schools helpful learning skills and a mindset to learn efficiently William Polk Holy Innocents’ Episcopal School friends Sabu Portman The Lovett School great friendships and a love of learning William Pressly Mount Vernon Presbyterian School great friendships with all my friends Reid Richardson Pace Academy leadership, empathy, friendship, memories, and joy

Grace Roche Holy Innocents’ Episcopal School strong friendships, help from amazing teachers that I will miss so much, and great memories that I will cherish forever Anna Speer Ridgeview Middle School great friends and lots of memories Maddie Stancil Woodward Academy all the great friends and teachers that have supported me since I started in the Threes [Early Learners] Mackenna Stewart The Lovett School strong friendships and an advanced learning curriculum; strong preparation for my new school; and fun memories with my friends Olivia Teague The Westminster Schools strong friendships, connections with teachers, a love of learning and challenges, and public speaking skills

Sadler Wilson Woodward Academy helpful study skills, amazing friends, and the best memories of all of my years at Trinity Henry Winter Galloway School the amazing feeling of a good education and the memories of all the great friends, teachers, and faculty William Wright The Westminster Schools a great attitude, a love of mathematics, and a ready mindset for my Seventh Grade class Hadley Young The Lovett School so many different things, including lots of great friends and a love of learning Reid Zeising The Westminster Schools great friendships and lifelong memories

Wade Tolbert Paideia School lots of leadership and kindness and a respect for the earth and its people Addie Tomlinson The Westminster Schools strengthened friendships, an ambition to lead, and a love for learning Randall Tye Woodward Academy great memories with my friends and teachers; Trinity is a place I will never forget

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Alumni

Class Notes 1

David Overend ’86 and Gam Mattingly ’86 stand with their sons John Overend ’19 and Ethan Mattingly ’19 outside of Trinity Presbyterian Church following Trinity’s Sixth Grade graduation.

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Rob Hamilton ’88 and his wife, Shannon, are moving to the United Kingdom with their two children, Ellie Sue and Isaac. Rob will be stationed at Royal Air Force Base Molesworth as his last duty assignment with the U.S. Navy after over 20 years of active service. Rob and Shannon are planning to settle back in the Southeast after this assignment.

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Hadley White ’88 married Matt Kelly on March 30, 2019, at a vineyard outside of Charlottesville, Virginia. A number of Trinity alumni attended the event: Susan White ’88, Jenny Arnold ’88, Jessica Stokes ’89, Laura Crum Wright ’92, Diana Crum ’94, and Whitney White ’94. Hadley and Matt live in Arlington, Virginia.

Sara Irvani ’00 was featured on the Google blog about small businesses and the vital role they play in American life for her work as CEO of Okabashi, an

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American footwear company her family founded. Okabashi is located in Buford, Georgia, a small town that was once a major American shoemaking hub. While other American shoe manufacturers have moved their operations abroad, Sara is committed to keeping her business in Buford and bringing economic opportunity to her hometown and her 200 employees.

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Caroline Turner ’02 graduated with honors from Trinity College Dublin on April 19, 2018, with a Master of Philosophy in Children’s Literature. She also holds a Master of Science (with Honors) in World Heritage Management and Conservation from University College Dublin and a Master of Philosophy (with Honors) in Public History and Cultural Heritage from Trinity College Dublin. Caroline now lives in Seattle where she works at the Pacific Science Center.

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Visit www.trinityatl.org/alumni to submit Class Notes and update your contact information.

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Alumni

Visit www.trinityatl.org/alumni to submit Class Notes and update your contact information.

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Michael Melia ’03 received a Doctor of Philosophy in anthropology from the University of Oxford in March.

He also received a Master of Arts in social anthropology from the University of St Andrews in Scotland in 2013. His coursework with Oxford’s St Cross College included digital anthropology, data collection, and management with additional studies as a visiting researcher at the Saïd Business School in Oxford and at Paris Tech, École des Mines, in France.

Michael’s doctorate focused on communications, marketing, data, and scalability in today’s startup businesses.

His thesis, “One Startup’s Dream, An Ethnography of a Vision,” provided a qualitative study of a market-making French startup. While writing his thesis, Michael lived in Paris and worked as Chief of Communications for Parisian startup COPASS, a company that provides a global membership for a network of collaborative co-working spaces in 80 countries.

Currently, Michael lives in New York working as Marketing Manager for Dashlane, Inc., a French-American startup with offices in New York, Paris, and Lisbon. Continuing with his love of music and song writing, he can be found playing guitar and keyboards for the rock band Genie in the New York City area.

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Maria Coyne ’05, lead vocalist and songwriter of Minneapolis-based band Maria and the Coins, sang the national anthem at the May 13 exhibition game between the St. Paul Saints and the Sioux City Explorers, members of the American Association of Independent Professional Baseball.

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Friends since their Pre-K year at Trinity, Gus (Spencer) Cross ’09, Josh Dolan ’09, Ian Gipson ’09, Bryn McCarthy ’09 (not pictured), Clara McCollam ’09, and Collins Speed ’09 graduated in May 2019 from Washington and Lee University.

Mayer Wienermobile across the country.

Dorothy is one of just 12 people—out of more than 7,000 applicants—who will be an Oscar Mayer Hotdogger through June 2020. She joins a very exclusive group: more people have flown into space than have driven the Wienermobile. She will represent the Oscar Mayer brand at fairs, parades, and events nationwide with the Wienermobile, which has been around since 1936.

Logan Cooper ’10 is a rising senior at Lehigh University in Pennsylvania, where he is majoring in computer engineering.

He is a teaching assistant at school and enjoys leading classes. This summer, he was selected for an internship in IT at Emory Healthcare in Atlanta.

Dorothy Spratlin ’09 will spend the next year driving the famous Oscar

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Alumni

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Two members of Trinity’s class of 2013 received the highly selective Jefferson Scholarship to attend the University of Virginia. Katherine Hennessy ’13 and Hayden Ratliff ’13 ran into each other at the final selection weekend for the first time since Hayden and his family had moved to Seattle after Third Grade at Trinity. The Jefferson Scholars Foundation selected 38 high school seniors to receive scholarships to attend the University of Virginia.

Awarded solely on merit, Jefferson Scholarships provide full financial support for four years of study at the University, as well as a number of enrichment programs, including a twoweek summer leadership development conference, team-building workshops, a travel studies program, and career networking opportunities.

Mikaela Sanders ’13 was selected to join 100 other extraordinary youths from across the nation to participate in the 2019 Disney Dreamers Academy. Each student received an all-expenses-paid trip to Walt Disney World to participate in an immersive, transformational four-day experience. Students also participate in career-oriented workshops that range from animation to zoology.

Each student is also given important life tools, such as effective communication techniques, leadership skills, and networking strategies.

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Several Trinity alums were recognized during Westminster’s Senior Honors Program, a great example of the lasting impact Trinity has on its students. Pictured left to right: Mikaela Sanders ’13, Sreya Atmuri ’13, Sasha Fuson ’13, Eliza Normark ’13, Cole Walker ’13, Donovan Mitchell ’13, William Foshee ’13, Benjamin Egan ’13.

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Mikaela Sanders ’13, Eliza Normark ’13, Sasha Fuson ’13, Sreya Atmuri ’13, Katherine Hennessy ’13, and Cole Walker ’13 were inducted into the Cum Laude Society at Westminster in March 2019.

Zelle Westfall ’13 was named Youth Photographer of the Year by the World Photography Organization in its 2019 Sony World Photography Awards, this comes just months after Westfall was named runner up in another national photography contest.

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Westminster seniors who are members of Trinity’s Class of 2014 pose for a group photo.

Front row: Claire Emch, Grayson Bradley, Sarah Jane Peterson, Anna Bass, May Lebby Thompson, Kate Howard, Kelsey Varn, James Hernandez Middle row: JD Blitch, Dickson Bowman, George Alford, Kate Zeising, KJ Pressly, Henrietta Wright, Cain Regal, Matt Lamberth

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Back row: Riley Hernandez, Will DeWalt, Parker Battin, J. Edward Robinette, David Perchik, Charlie Wickliffe, Angus Carson, Peter Bernot, Tanner Uzzell

Visit www.trinityatl.org/alumni to submit Class Notes and update your contact information.

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Leighton Dickson ’14, Connor Flournoy ’14, Caroline Mitchem ’14, Sadye Sumter ’14, and Duncan Park ’14 pose together before Prom.

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Andrew Pinkston ’15, who plays both football and baseball, received the Lovett School 10th Grade Athlete of the Year award in May 2019. The award is given to one girl and one boy in each grade based on “leadership qualities, character, and a commitment to scholarship that stands out among peers.”

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Davis Hollis ’17 recently served as a Page at the Georgia House of Representatives for William Boddie, Minority Whip of District 62. The Georgia House of Representatives’ Page Program is an exclusive opportunity offered to students in Georgia between the ages of 12 and 18 to visit the State Capitol and serve the members of the House of Representatives. Davis is pictured with Rep. Boddie and Speaker Pro Tempore Jan Jones.

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Claire Nichols ’17 was granted the Student of the Year award at Mount Bethel Christian Academy during the 2018–19 school year and is now participating in the esteemed Wheeler Magnet program.

Henry Deriso ’19 received the Sixth Grade Citizenship Award at The Westminster Schools.

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Emily Bronstein ’16 was the keynote speaker at the National Charity League Buckhead chapter’s fall meeting on August 25. Introduced by Julia Jamieson ’16, Emily presented to more than 300 mothers and daughters. She discussed The Seraphine Project, a nonprofit organization she created through a partnership with Global Sojourns Giving Circle (GSGC) that is dedicated to helping at-risk teenage girls in Southern Africa.

Visit www.trinityatl.org/alumni to submit Class Notes and update your contact information.

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