Trinity School Flourish Magazine | Spring 2018

The magazine for friends and family | Spring 2018

Statement of Philosophy Trinity School is an independent, co-educational school serving children age three through Sixth Grade. Founded in 1951 by Trinity Presbyterian Church and grounded in the ethical framework of the Christian faith and its Jewish heritage, Trinity accepts children of diverse backgrounds and provides experiences that foster mutual respect, trust, and cooperation among students, faculty, and parents.

Mission Statement The mission of Trinity School is to create a community of learners in which each child can acquire the knowledge, skills, and attitudes to achieve his or her unique potential and become a responsible, productive, and compassionate member of the expanding global community.

Non-Discriminatory Statement The 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 aid, or other school-administered programs.

Flourish Magazine is published bi-annually and mailed free of charge to students, parents, faculty, alumni, grandparents, and friends of Trinity School. For more information about Trinity, please call 404-231-8100 or visit trinityatl.org.

LEADERSHIP TEAM Joe Marshall Head of School Maryellen Berry Upper Elementary Division Head 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 Carol Meadows Director of Extended Programs Rhonda Mitchell Early Elementary Division Head Jeff Morrison Director of Technology Ginny Perkinson Assistant to the Head of School

2017-2018 BOARD OF TRUSTEES Allen Moseley ’81, Chairman Matt Bartelt Robert Campbell Jason Chambers ’89 Susan Churchill Richard Courts Robert Cunningham Chris Gabriel David Genova Scott Hawkins Anne Hennessy Florida Huff ’79 Molly Jamieson Mark Kauffman Rob Kight Jenny Latz Tish McDonald Debbie Meyerhoff Brand Morgan Leslie Patterson Kelly Regal Tina Roddenbery John Shepard ’68 Farah Spainhour Ann Speer Mary Watson Ellen Wiley

2

Contents

12

CREATING A MORE SUSTAINABLE SCHOOL The Trinity community is committed to providing ongoing education and awareness of the role it plays in promoting and supporting a sustainable world.

16

HOW TO DEEPEN THE EDUCATIONAL EXPERIENCE | A DAY OF DEEPENING IN PRE-K From the moment they walk through the school doors, Trinity students are challenged to think for themselves, seek solutions, and apply what they know in different situations.

32

REACH BEYOND THE GATES OF TRINITY: SPOTLIGHT ON JUSTIN CAHILL The School’s only two-time Rollins Quest for Excellence Grant winner, P.E. Teacher Justin Cahill is also winning awards for his social media presence and sharing his expertise far beyond the gates of Trinity.

WHAT IS IN THE MAGIC? With nearly two years at Trinity under his belt, Director of Admissions and Enrollment Management Brad Brown reflects on what he has discovered about the School.

JULIA JAMIESON ’16: “ONCE A TRINITY CHILD, ALWAYS A TRINITY CHILD” The featured speaker at a recent Gates Leadership Society event, Julia Jamieson ’16 shared what her Trinity Experience means to her and how she will always be a Trinity child.

34 44

EDITOR

CONTRIBUTORS

PHOTOGRAPHERS

Nicole Fash

Brian Balocki Brad Brown Justin Cahill Nicole Fash Julia Jamieson ’16 Joe Marshall Lauren McClelland April Patton Khette Plyler Kristi Story

Michie Turpin Paul Ward

ASSOCIATE EDITOR Margaret Douglas

ART DIRECTION AND DESIGN Ridge Creative, Inc.

3

Register for Trinity School Summer Camp!

Atlanta Sports Camps

Special Interest Camps

Academic Camps

For rising First through Sixth Grade

For rising Pre-K through Sixth Grade

Boys and girls of all athletic abilities

Limited Space Available

Literacy learning for rising Kindergarten through Second Grade

Include basketball, hockey, kickball, lacrosse, pool activities, and soccer

Include science and art activities, LEGO challenges, and outdoor exploration

SSAT Prep for rising Fifth through Seventh Grade

June 4–29

June 4–29

July 30–August 3

Monday–Friday | 9 AM–2 PM

Monday–Friday | 9 AM–Noon

$350/week, daily lunch included

$295–$345/week

Monday–Friday | 9 AM–Noon or 10 AM–Noon

After-care (with lunch) until 2 PM is available for $100/week

$350–$550/week

Sign your child up for one week or multi-week sessions Register online at www.trinityatl.org/summercamp

4

Dear Trinity Community, Most of us have vivid memories of our first job. Mine began in 1980. I was eager to teach Sixth and Seventh Grade English and to coach soccer, basketball, and baseball at my alma mater. I was also naïve and ignorant about how to run a classroom.

My major in college was history, and I had received little to no training on how to be a teacher. As I readied myself for New Faculty Orientation, I anticipated receiving a crash course in how to teach: lesson planning, classroom management, etc. To my chagrin, my welcome to teaching was the following terse comment from my Middle School Principal, “Joe, the measure of your success in your first year is how infrequently I will have to call you into my office.”

My students and I somehow survived my first year of teaching. On my own, I listened, observed, queried, experimented, and did much processing, assessing, and reflecting on what was and wasn’t working. Nevertheless, 38 years later I still rue not getting formal guidance, feedback, and support.

This leads me to the age-old question in education, “Is teaching an art or a science?”

Those who lean more toward “art” believe that the essence of teaching is more about intuition and feel: one either innately can or cannot teach. Those who favor “science” use research studies as the foundation of teaching methods and curriculum: one learns to teach.

Like many either-or questions, the truth lies somewhere in the middle. Great teachers are both born and made. There is much spontaneous improvisation, but there is also much planning and intentionality.

As an elementary school, Trinity is filled with happy students. We cherish the wonder of childhood and the joy of learning. Peek inside any classroom and you will see excitement, smiles, positive energy, and moments of self-discovery. It all seems very organic.

using time-tested best practices, we are also attuned to new educational ideas and research. Facilitated and coordinated by our Director of Teaching and Learning, Curriculum Director, and Division Heads, our curriculum—both the what and how we teach—is continuously reviewed and enhanced with the goal of optimizing learning while fostering students’ interest in and excitement toward education.

At Trinity, our teachers are artists and scientists. There is magic in classrooms, but there is also thoughtful design.

I wish that as a first-year teacher I had received the guidance and support that our educators, both new and established, receive here. Perhaps then, back in 1980, the result would have been less about surviving and more about thriving.

Yet behind the fun are countless hours of thought, professional development, and preparation that undergird the experiences our students have, from activity centers in preschool classrooms to the sequence and scope of the concepts and skills taught in every discipline at each grade level.

As such, this issue of Flourish is devoted to the intentionality of the Trinity Experience.

As Head of School, I marvel at the amount of effort our faculty members put forth every day. While we are unabashed about

Joseph P. Marshall Head of School @JosephPMarshall

Sincerely,

5

TRINITY TRADITIONS

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.

First Day of School

Halloween Parade

The first day of school is important for all students, but there is something special about the Sixth Graders’ carpool caravan.

Early Elementary Division students and faculty donned fantastic costumes and put the Trinity community in the Halloween mood by throwing the annual Halloween Parade!

“Run, run, as fast as you can. You can’t catch me, I’m the Gingerbread Man!” At the beginning of the school year, Pre-K students once again found the runaway Gingerbread Man while becoming acquainted with all of the faces and places at Trinity!

To honor Veterans Day, Fourth Grade teachers and students invited friends and family members who serve or previously served in the military to join them for a special Patriotic Performance during Trinity Together Time (TTT).

Pirates Week

Thanksgiving Program

In September, Early Learners wrapped up Pirates Week and their Shapes unit of study with a real-life treasure hunt!

All of the grades came together and celebrated the Thanksgiving season during a special time of musical performances.

Nursery Rhyme Parade In September, Pre-K students dressed up as their favorite characters and recited nursery rhymes during the Nursery Rhyme Parade.

Fun Run/Walk In October, faculty, staff, students, and their families ran with Tiger pride during the 14th annual Trinity Fun Run/Walk.

Fall Festival Trinity’s campus is transformed during the School’s annual, fun-filled Fall Festival!

Grand Day In the fall, students enjoyed having their grandparents or special friends on campus for a welcome reception and time in the classrooms.

6

Patriotic Performance

Native American Trade Day At the annual Trade Day, Second Graders celebrated the end of their Native American unit by coming together and representing various tribes to solve a common problem.

The Nutcracker Hosted and performed every year by Fifth Graders, the much-anticipated annual performances of The Nutcracker were set to Tchaikovsky’s classic score and included singing, dancing, elaborate costumes and set design, and epic battles.

Christmas Holiday Program The Upper Elementary Division students put everyone in the holiday mood by presenting a special musical performance at Trinity Presbyterian Church.

All photos were taken during the first half of the 2017–18 school year.

THE NUTCRACKER

7

TRINITY TRADITIONS

HALLOWEEN PARADE

8

TRINITY TRADITIONS

TRINITY TRADITIONS FALL FESTIVAL

CHRISTMAS HOLIDAY PROGRAM

GRAND DAY

FIRST DAY OF SCHOOL

PIRATES WEEK

GINGERBREAD MAN

9

TRINITY TRADITIONS

NATIVE AMERICAN TRADE DAY

10

THANKSGIVING PROGRAM

HALLOWEEN PARADE

FUN RUN/WALK

GRAND DAY

PATRIOTIC PERFORMANCE

TRINITY TRADITIONS NURSERY RHYME PARADE

11

SCHOOL NEWS

Creating a More

12

Sustainable School

Each school year, the Sustainability Committee focuses on driving awareness and encouraging sustainable actions within key areas that are part of the Trinity’s daily operations and activities, both on and off campus: climate protection, green facilities management, waste reduction, and water and energy conservation.

Trinity parents Jenny Latz and Willson Overend, who have chaired the Sustainability Committee for the last two years, focus on practical initiatives that educate both children and adults.

“Our goal is to help our students understand the simple ways that they can actively care for our environment,” says Latz. “Small changes in behavior, like recycling, planting a tree, and limiting idle time in cars, really can make quite an impact over time. We hope that our students will take these learnings and share them with their families and the broader community, taking action to become informed and engaged stewards of our earth.”

In the classroom, Trinity students are educated on the importance of a sustainable planet and how they can make a difference every day. They participate in different initiatives throughout the year, including farm-to-table activities in the Trinity Garden, tree plantings, and a schoolwide recycling program. On Trinity TV, a broadcast created by the Sixth Graders for the Trinity community, students share sustainability advice on the regular segment EnviroTips and promote the School’s different initiatives in featured Sustainability Superhero segments.

Fifth Grader John, one of the Sustainability Superheroes, is excited about the role he plays in promoting sustainability initiatives at Trinity.

“I am passionate about promoting sustainability because everyone should know how to care for the planet, not just scientists or researchers,” he says. “My favorite part of being a Sustainability Superhero is advertising and acting out good acts of sustainability. Showing students how to be sustainable is a really cool thing to do!”

SCHOOL NEWS

The Trinity School Parents’ Association’s Sustainability Committee—previously known as the Clean Air Committee—and Trinity administrators, faculty, and students have been hard at work implementing numerous environmental sustainability initiatives at the School. Under the guidance of the School’s long-term sustainability plan, the Trinity community is committed to providing ongoing education and awareness of the role it plays in promoting and supporting a sustainable world.

The School’s sustainability program has several long-term goals, and outcomes are monitored each year. One goal is to significantly reduce emissions from vehicles on campus. In the fall of 2014, the School implemented a No Idling Policy as part of its participation in the Georgia Clean Air Campaign. All Trinity community members are encouraged to turn off their engines while parked in school lots or waiting for the lines to move during afternoon carpool. Another goal is to reduce trash pick-up from a three-day to a two-day-aweek service by recycling and managing food waste from the Dining Hall. Since launching a school-wide recycling program in February of 2017, Trinity has recycled more than 12,000 pounds of waste. The School is also continually looking for opportunities to reduce electric energy consumption, retrofitting LED lighting during each remodel and construction project and utilizing occupancy sensors throughout the campus. In February, the School’s operations team added 12 of these indoor motion-detecting devices to utility areas to reduce wasted energy, and they will track data through May to determine energy consumption savings.

Additionally, each year the Sustainability Committee holds or promotes special events that center around sustainability.

In November, the Trinity community participated in a two-day electronics recycling event. Collaborating with American Recycling Solutions, the School recycled 1,544 pounds of electronics, keeping the toxic chemicals and heavy

13

SCHOOL NEWS

metals that can be found in the devices out of landfills and ultimately out of the earth’s groundwater. In March, students planted trees on campus in partnership with Trees Atlanta. Additionally, beginning April 23, students will celebrate Earth Day through a week of activities that will include a second electronics recycling event and a Green Shirt Day. Director of Operations Reginald Haley works closely with the Sustainability Committee volunteers to set goals and raise awareness of the School’s efforts.

He says, “Sustainability is about taking responsibility for the future by raising awareness and educating others on their impact on a global society. At Trinity, growth and preservation are important themes, and we want to be examples of good stewards of the earth.”

For more information on Trinity’s sustainability program and to see the Sustainability Superheroes in action, please visit www.trinityatl.org/sustainability.

Did You Know?

• Trinity is a member of the Georgia Clean Air Campaign, and implemented a No Idling Policy in 2014. Families are asked to turn off their engines when waiting in line for afternoon carpool to begin and any time they are parked on campus.

• Trinity employs a retention pond that collects rainwater to water the School’s landscape.

• Flik utilizes produce from the Trinity Garden throughout the year.

• Leftover cafeteria food is donated to Second Helpings Atlanta. This non-profit organization fights hunger in the metro Atlanta area by collecting surplus food and delivering it to those in need.

• Facilities continually retrofits lighting with energy-efficient LED fixtures throughout the School.

• The school building is in economizing mode, which means that in the evenings and during the summer, the HVAC shuts downs on a schedule in order to save energy and water.

• All of the School’s products are low VOC, including furniture, carpet, and paint.

• Trinity partners with Atlanta-based The Plant Peddler and recently doubled the number of indoor plants, which range from eight-inch pothos plants to five-foot Hawaiian Lisa Cane plants, in order to filter the air.

Written by: Nicole Fash Director of Marketing and Communications

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

14

Every student’s journey is enriched by your support All of Trinity’s resources are dedicated to early childhood and elementary education, and every step of our students’ journey, from Early Learners through Sixth Grade, is grounded in research-based best teaching practices. At the same time, students learn in a fun and nurturing environment that keeps the joy and curiosity of childhood at the center. This perfect balance requires resources that go beyond what tuition covers.

In a community where every child is known and appreciated for his or her individuality, your gifts to The Trinity Fund help make up the difference between tuition and the true cost of a Trinity education, enhancing each student’s Trinity Experience.

Your investment in The Trinity Fund supports the following essential resources: • Faculty salaries and professional development • Curricular upgrades and classroom enhancements • Technology • Need-based financial assistance Please visit www.trinityatl.org/give or contact Maggie Carr, Director of The Trinity Fund and Major Gifts, at 404-760-4407 or mcarr@trinityatl.org We are deeply grateful for the commitment you make annually to ensure that all of our students flourish throughout their Trinity journey.

15

STUDENTS

One of the greatest ways to deepen an educational experience is to bring real-world context to the concepts students are learning.

16

From the moment students walk through the doors at Trinity School, a day of deepening has begun. Starting out each day greeting classmates with eye contact and a firm handshake and diving into social-emotional learning during Morning Meetings, students know that they are loved and known. Moving into lessons in which questions, connections, and personal discoveries are welcomed and valued, students show their understanding in more than one way and know that their voices and ideas are important. Participating in specials classes, where cross-curricular connections are intentional, students know that a content area is not limited to one subject or class. And looking at real-world issues in the iHub, students feel empowered and impassioned to develop a solution to change the world.

At the end of each school year, my students and I always have a conversation or time of reflection that focuses on the most memorable and worthwhile experiences that they had as Third Graders. There is usually a wide array of responses, and some experiences are more memorable than others. However, they are always just that: experiences. Students are not recalling the math assessment they aced or the worksheet they found difficult. When asked to reflect on their year, they look back at the times when they collaborated with peers, tinkered with a problem, discovered a solution, and allowed their personalities to shine throughout the process.

This reflection is important for me as a teacher because I see Third Grade through students’ eyes. And the truth is, you only have the opportunity to do Third Grade once. Therefore, as the facilitators we better get it right. So how do we as teachers ensure that they have a deep, enriching educational experience? I think one of the keys to this is not putting all of the emphasis on the one-off “big events,” but really focusing on

incorporating lessons that deepen students’ learning in and out of the classroom throughout the weeks, months, and years.

One of the greatest ways to deepen an educational experience is to bring realworld context to the concepts students are learning. I believe that this is especially important with math because it immediately eradicates questions like, “Why do I need to know this? When will I ever use these skills?”

When math is taught from the position of a real-world problem, student engagement skyrockets and students’ questioning and understanding of “Why?” is answered from the very beginning.

Recently, we introduced the standard algorithm for addition and subtraction.

Technically, the goal is for students to successfully add and subtract within 1,000.

So I could have given worksheet after worksheet or assigned pages within the book to practice this skill; however, I knew that doing so would only scrape the surface. I knew that my students deserved a much deeper understanding of how to apply it and why it is a useful skill. So, I challenged my students to the task of balancing a checkbook, a task that this teacher living in the online banking world was happy to get a refresher on! It was a lesson chock full of deep understanding of ending balances, daily spending, and depositing checks as well as practicing the standard algorithm for addition and subtraction in context.

In another example of deepening, several weeks prior to teaching the concept of area in math, I ask students and parents to send in a copy of their house’s blueprint. We lay the blueprints out on the tables, and students question and analyze the rooms and the dimensions: “What do they mean?

What do these numbers represent? Why are they important?” All of these questions undoubtedly come up each year, but I choose not to answer in the beginning to

allow my students time for discovery and investigation. I like to provide them with learning opportunities in which they can devise their own plan to grapple with the unknown, even if it is uncomfortable at first.

STUDENTS

How to Deepen the Educational Experience “If you tell someone something, you’ve forever robbed them of the opportunity to discover it for themselves.” When I read this quote by science educator and author Curt Gabrielson for the first time, my teaching mindset was immediately altered. It opened my eyes to the fact that there is no better way to learn than through personal discovery. While the information that we’re teaching is important, I believe that the way we teach it is of even greater value because we are challenging students to think for themselves, seek solutions, and apply what they know in different situations. By deepening the educational experience, we provide students with skills that they will use for the rest of their lives. And every day at Trinity is a day of deepening.

Written by: Lauren McClelland Third Grade Lead Teacher

Bachelor of Science in Education University of Georgia At Trinity since 2017 @MsMcClellandL

17

STUDENTS

A Day of Deepening

in Pre-K

At Trinity School, students participate in learning experiences designed to lead them beyond surface knowledge to a deeper understanding of the content. From the moment students enter the classroom to the time of dismissal, Early Learners through Sixth Grade students take part in intentional learning experiences designed to promote critical thinking, creative problem solving, and meaningful application of knowledge.

In Pre-K, a day of deep learning starts with Morning Meeting, during which students typically begin by greeting each other in a caring way. This sets the tone for the meeting and establishes social expectations for the day. Students then participate in an activity targeting socialemotional growth. Pre-K students often listen to stories that deal with topics like friendship, kindness, teamwork, selfcontrol, and perseverance. They then connect the stories to personal experiences

18

and role-play positive choices and effective problem-solving strategies. Morning Meeting is a time for students to build connections, share their feelings, develop solutions to problems as a community, and strengthen their sense of belonging.

Pre-K student Drayton says, “I learn how to be nice to my friends. I can use ‘a bug and a wish’ to solve a problem.”

After Morning Meeting, students typically transition to a specials class, where they participate in carefully designed lessons that complement, reinforce, and extend each grade level’s units of study. For example, during the Pre-K Nursery Rhymes unit, the students explore rhythm, steady beat, and rhyme in music class. In art and science, the teachers often collaborate to dive deeper into classroom content, allowing our Pre-K students the opportunity to study it in a hands-on manner. For example, during

our Water unit, Pre-K students learn about buoyancy in science class, testing a variety of materials and structures to determine if they will sink or float. Then they design and build sailboats in art class using their knowledge of buoyancy to inform their designs. These activities foster a deep understanding of the content as students learn by doing in addition to receiving information.

During math class, our students are encouraged to think critically about different challenges. For example, students use the Counting Jar in Pre-K to build one-to-one correspondence and comparing skills. We ask students how many objects are in the Counting Jar. They count the objects and verbally convey the amount.

We then ask students to show the amount in another way, such as, “Can you draw a picture of how many objects are in the jar?” Going deeper, the students may be asked, “Are there more [this] or [that] in the jar? How many more? How do you know?” Intentional questions such as these lead students to think critically about what they know and to apply their knowledge in more than one way. This is an important step in building flexible thinking in math, which supports our young students’ growth as mathematicians when they transition to more difficult challenges in later grades.

After a snack break and outdoor recess, students return to the classroom for literacy instruction. In Pre-K, developing a deep understanding of the content means fostering a strong foundation in beginning reading and writing. Students build emergent reading skills through phonological awareness activities that teach them to hear parts of words, and then to hear individual sounds in words. Once letter identification and letter sound association skills are secure, students are encouraged to apply their knowledge by blending sounds together to read decodable words and by sounding out words to label their own drawings. The application of these acquired skills is essential to making learning meaningful and long-lasting.

STUDENTS

These activities foster a deep understanding of the content as students learn by doing in addition to receiving information.

19

STUDENTS

Design thinking challenges not only increase creative and critical thinking, but also instill conďŹ dence, perseverance, and a growth mindset.

20

our class participated in a weeklong study of the United Kingdom. Students were fascinated by the many castles found there and investigated all the shapes that comprise them. They built their own castles, using boxes, tubes, paper, tape, glue, and crayons to bring their ideas to life. In the process, they strengthened fine motor skills while they learned about reinforcing connections to add stability to their structures. They also used their creativity to add intricate details like moats, working drawbridges, and secret underground tunnels. Project-based learning is more about the deep learning that takes place during the process and less about the finished product.

and creative problem-solving skills to find a better solution.

In many ways, the deepest learning in Pre-K takes place during our play-based and project-based activities. During this time, you may see children drawing pictures or painting at the easel in the art center, building with wooden blocks in the construction center, or investigating with magnets in the science center. Through play, young children make sense of the world around them. They are developing language skills, learning to navigate social interactions, building confidence while trying new things, and learning from their mistakes. Recently,

One of my favorite projects of the year is a design thinking challenge during our Pre-K Nursery Rhymes unit. Students design a safety device to keep Humpty Dumpty from cracking when he falls off of the wall. Working collaboratively, the students brainstorm ideas, draw designs, and build and test prototypes. This year, some of my students tested their prototypes, improved them after their eggs cracked, retested them, and repeated the process until they found success. Each time the students began to redesign, they used their critical thinking

Deepening students’ educational experiences is essential to helping them reach their fullest potentials. Trinity Teachers strive to provide learning experiences that capture our students’ interests, keep them engaged, and challenge them to think creatively and critically. Ultimately, we want our students to become lifelong learners, taking on each new learning opportunity with curiosity, confidence, and determination.

Pre-K student McLean says, “I learned that I can ask a friend how they made their safety device work, and then I can keep trying.”

Design thinking challenges not only increase creative and critical thinking, but also instill confidence, perseverance, and a growth mindset.

STUDENTS

Teachers also deepen learning in Pre-K by building reading comprehension through interactive read-alouds. Students actively engage as they reenact stories to show what they know. Teachers help students build story maps to reflect on the stories that are read to them, asking questions such as, “Who are the characters of the story? How do they feel as the story develops? What is the problem in the story and how is it resolved? How does this story connect to something you already know?” This process of reading, questioning, and responding to a story builds receptive and expressive language skills, gives students a voice, and inspires creative and critical thinking.

When asked why it is important to keep trying, McLean says, “If you give up you won’t learn. You should just keep on going, because you might get better and better at it.”

Written by: 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 since 2012 @MsAprilsPreK

21

STUDENTS

Trinity Students Experience Meaningful

Service Learning

By Nicole Fash, Director of Marketing and Communications

At Trinity School, serving the community begins with our youngest students and evolves as our students grow and mature. In order for community service to be meaningful for our students while also making an impact, Trinity’s Service Learning program is designed to include grade-level activities that are developmentally appropriate and have purposeful connections to the curriculum.

Trinity School Parents’ Association’s Community Service Chairs work with administrators, faculty community service representatives, and other parent volunteers, called Community Service Coordinators, to designate organizations and causes for each grade level to serve. This year’s co-chairs, Jennifer Godfrey and Elana Street, believe that community service is important for young children because it requires them to think of others besides family and friends.

22

“It is one thing to hear about underserved children, but our community service events allow our children to participate in the full cycle of giving,” say Godfrey and Street. “Each grade has its own community service cause, and the students are able to identify the problem and work towards playing their part in the solution, whether that is homelessness, hunger, or environmental issues.

Additionally, the students are required to process their experience

and articulate it during a school-wide assembly focused on community service.”

Some grades have worked on the same causes and collaborated with the same organizations for many years.

Our Early Learners and Pre-K students know that after Thanksgiving it is time to begin the Warmth Project, also known as the Pajama Project. For more than five years, students in these grades have partnered to donate new pajamas—placing them in gift bags that the students decorate during class—to children in need, including those at Families First and Children’s Healthcare of Atlanta. This school year, the students donated 329 sets of pajamas.

“We always do our community service project in early December so the families will receive their pajamas in time for the holidays,” says Early Learners Assistant Teacher and Community Service Rep Kimberly Marchant. “This project is great for this age because the children know how much they love being warm and cozy in their own pajamas and how unhappy they would be if they did not have pajamas of their own.”

23

STUDENTS

STUDENTS

Early Learner Elizabeth says, “I enjoyed the Pajama Project because I loved giving people pajamas and making people happy. The Pajama Project is important because if people don’t have any pajamas, then why don’t we give them some to make them all warm and cozy?

That’s so nice!”

“This project extended students’ understanding of natural disasters and the impact they have,” says Brooke Ovorus, Fourth Grade Lead Teacher and Community Service Rep. “[It] helped students understand that it is important to help others and to have empathy for those around us.”

Some community service projects were inspired by immediate needs that arose from natural disasters. This year, the Fourth Grade raised money to help those affected by Hurricane Irma in Puerto Rico. To earn money, students held bake sales, walked dogs, made dinner, conducted family spa days, took down decorations, created a book rental service, and participated in other creative ideas.

TSPA Community Service Chairs also plan and oversee the annual school-wide Day of Service. Celebrating its seventh Day of Service, the School once again partnered with the Agape Youth and Family Center to host a festival in March for both Trinity and Agape families. Agape serves more than 2,000 children of all ages by providing a variety of programs to its underserved community.

At the festival, families enjoyed a delicious lunch and activities including soccer games, magic shows, face painting, and bouncy houses. The School also provided the Center with snacks for its food pantry and small toiletry bags that were sent home with each Agape child on the day of the festival.

“If you help others and are enthusiastic and try to have fun, you end up having fun doing something for others,” says Fourth Grader Spencer.

Additionally, this service learning project coincided with Fourth Grade’s unit of study on hurricanes that culminated in a STEAM project in which students built and tested hurricane-proof houses.

24

From making sandwiches for the homeless to hosting school-wide events, Trinity students develop empathy, gain perspective, and make real-life connections through the School’s Service Learning Program.

Second and Third Grade

The Warmth Project, a.k.a., the Pajama Project: In December, students donated 329 sets of new pajamas to give away to families through Children’s Healthcare of Atlanta and Families First. Students count and wrap the pajamas, and classes maintain a graph so students can see the progression. Students learn the importance and the joy of giving and empathy towards others. The teachers also use this service learning program to encourage the Positive Discipline curriculum that aligns with the goals of empathy and meaningful work.

Sheltering Arms: Students volunteered as teachers’ helpers, play buddies, and reading pals at a Sheltering Arms center. They are also raising money throughout the spring to purchase books for children who attend Sheltering Arms. Students are able to practice reading in front of others and share their favorite books as well as develop empathy.

Kindergarten Atlanta Community Food Bank: Students raised about $1,000 for the Food Bank, which will provide about 4,000 meals and $9,000 worth of groceries to families in need. Students participated in household chores, organized neighborhood bake sales and lemonade stands, and sold handmade crafts to support this cause. Additionally, this year Kindergartners made and donated sandwiches for the homeless. As part of the Science, Food, and Nutrition unit, the teachers discussed needs and wants of others. They also extended students’ learning of the Atlanta community, highlighting many locations in our state’s capital.

First Grade The Packaged Good: Students collected school supplies and visited The Packaged Good to put together and decorate pencil pouches that hold the supplies. The pouches were donated to Horizons Atlanta, an organization that offers a summer learning program to support students from underserved communities throughout their academic careers. This experience was student driven and age appropriate; students were able to give back and think of others in a fun and creative environment.

STUDENTS

Early Learners and Pre-K

Fourth Grade Hurricane Irma Disaster Relief: Students raised money to help those affected by Hurricane Irma in Puerto Rico. They held bake sales, walked dogs, made dinner, took on extra chores, led family spa days, took down decorations, and did yard work. This project coincided with Fourth Grade’s unit of study on hurricanes.

Fifth Grade The Freshwater Fair: Fifth Graders studied the freshwater ecosystem in science and learned about the importance of freshwater and conservation.

Each student researched an endangered animal that depends on freshwater and then designed an educational game for children about that animal. Fifth Graders then hosted the Freshwater Fair, which had an entry fee of any five coins and was open to all Trinity students. From funds raised from the Fair, plus some teacher donations and money raised by several Fifth Graders independently, the students donated $1,123 to Start With One Kenya, an organization that provides water filters to different regions in the Kenya area.

Sixth Grade Atlanta Children’s Shelter and Hurricane Harvey Disaster Relief: Students organized and led a Field Day for the children at the Atlanta Children’s Shelter.

Additionally, they led a supply drive for the victims of Hurricane Harvey. These community service projects taught students that everyone, as part of the community and global society, has a responsibility to help others in need. Simultaneously, it helped these students become more empathetic leaders.

25

STUDENTS

Trinity Emphasizes

Outdoor

Education

26

While researching the impact of outdoor education programs on students’ academic and social success, I read Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder by Richard Louv.

He discusses why children have a limited amount of exposure to nature these days due to technology use, parental fears, and overscheduling. According to Louv, schools with outdoor classrooms and/

or education programs show student gains in social studies, science, language arts and math; improved standardized test scores and grade-point averages; and enhanced skills in problem solving, critical thinking, and decision making. In addition, evidence suggests that time spent in natural surroundings stimulates children’s creativity.

STUDENTS

Throughout my 25-year teaching career at Trinity School, I have loved being a part of the School’s dynamic learning community. In addition to my role as a P.E. teacher, I have been the director of Trinity’s outdoor education program since 1995.

This program has been a part of Trinity’s Fifth and Sixth Grade curriculum since 1978. The School has always been forward thinking, and its leaders understood even then the importance of students learning outside of the classroom and exploring the great outdoors.

In the late seventies, when the Easy Bake Oven and Connect Four were still occupying children, Trinity leaders were not concerned about the overuse of electronic devices and limited outdoor play.

They simply understood the importance of students leaving the “big city” and spending time in nature while learning about themselves and their classmates.

Today, we continue to use best practices to help our students achieve these goals and develop their unique potential. Our outdoor education program currently encompasses four multi-day trips that begin

Evidence suggests that time spent in natural surroundings stimulates children’s creativity.

27

STUDENTS

Outdoor Adventures • Camp Will-a-Way trip on Fort Yargo Lake: enhances Fifth Graders’ group and social skills, challenges their problem-solving abilities, and promotes gradelevel cohesiveness. Students participate in a wide variety of outdoor activities, small and large group challenges, and reflective exercises.

• Blue Ridge Outdoor Education Center trip in Toccoa, Georgia: increases Fifth Graders’ individual growth and incorporates environmental studies, team-building activities, and outdoor exploration.

Students participate in ecology classes and an outdoor survival course, experience primitive living, and complete an individual goal-setting assessment.

• Driftwood Education Center trip on the Georgia Coast: provides Sixth Graders with hands-on experiences in our marine ecosystem (ocean, marsh, forest, swamp) and incorporates group bonding and exploration of Cumberland and Jekyll Islands.

• Camp Twin Lakes trip in Rutledge, Georgia: enables Sixth Graders to appreciate the power of a group while believing in his or her own abilities and talents.

Parents are invited to join the group for lunch at camp to celebrate their child’s journey at Trinity.

in the Fifth Grade, and we are intentional about the timing, curriculum, and location of each trip. Fifth Graders visit Camp Will-a-Way in the fall and Blue Ridge Outdoor Education Center in the spring.

Sixth Graders visit Driftwood Education Center in the fall and Camp Twin Lakes in the spring. Camp Will-a-Way forms the community building foundation. The Blue Ridge Outdoor Education Center teaches our students to respect and appreciate the wilderness. The Driftwood trip educates our students on oceanography and promotes class unity. The Camp Twin Lakes trip culminates students’ Trinity Experiences, and we celebrate them as individuals.

While these trips have evolved over the past 40 years, contingent on the needs of our school and students, Trinity’s outdoor education program gives students the knowledge and experiences to appreciate and respect themselves, others, and the earth. Students’ common goals for all trips include living in the moment and enjoying the present; reaching outside friendship groups; understanding American athlete Greg Anderson’s Law of Win/Win that states, “Let’s not do it your way or my way; let’s do it the right way”; being openminded and trying new things; and learning about one’s self. Trinity Teachers and families have witnessed the positive effects our outdoor education program has had on our students.

“We go on Outdoor Education trips to learn about classmates’ personalities outside of school and who they really are,” says Fifth Grader Henry.

Sixth Grader Sophie says, “During our outdoor education trips, we become closer to our classmates and teachers because it is one big teamwork experience.”

28

STUDENTS

As I near my 100th outdoor education trip, I can still remember my first experience with outdoor team-building activities. I was leading the trust fall with Fifth Graders.

Students were challenged to fall backward into the arms of their classmates from a four-foot picnic table and trust that their classmates would catch them. This group did an exceptional job, and the students were confident that they could catch me.

After ample persuasion, I took the plunge.

I would like to say that they caught me on my first fall, but, unfortunately, I hit the ground. The kids were apologetic and more determined to catch me on the next

attempt. Thankfully, they caught me on their second try, and that one experience connected me to those students throughout their time at Trinity and beyond.

I am extremely passionate about the outdoors and adventure, and I am thrilled to see Trinity School continue to offer a program that helps foster growth, education, and a love for the outdoors while helping “build” a healthier generation.

I’m convinced that if we continue to offer outdoor experiences and education to students for at least another 40 years, the world will be a better place for everyone.

I am thrilled to see Trinity School continue to offer a program that helps foster growth, education, and a love for the outdoors.

Written by: Brian Balocki P.E. Teacher Director of Outdoor Education Sixth Grade Values Teacher

Master of Education Georgia State University Bachelor of Arts in Education Central Connecticut State University Certified Trip Leader National Outdoor Leadership School At Trinity since 1993 @BrianBalocki

29

STUDENTS

Sixth Graders Discover New Passions Through

Explorations

Written by: Kristi Story Sixth Grade Math Teacher

Master of Arts in Secondary Education Austin College, Sherman, Texas Bachelor of Arts in Mathematics Austin College, Sherman, Texas At Trinity since 2005 @kstorysquared

30

P.E. Teacher Brian Balocki says, “I love having small groups. It allows me to give individual instruction and have conversations to strengthen my relationships with the Sixth Graders.”

As Sixth Grader Chiara says, “I like Explorations because it is a fun way to explore and learn the things my teachers enjoy.”

For Stella and four other Sixth Graders that something is the yearbook. Yearbook Advisor and First Grade Lead Teacher Rebecca Stewart says, “When I sought to build the first-ever ‘yearbook staff,’ the Sixth Grade Explorations time period seemed like the perfect fit. I love the fact that the Trinity yearbook is now created by students, for students. With the Leadership Class taking pictures, interviewing students, and designing layouts, the Explorations class has given the staff the opportunity to put together a yearbook that provides a window into every classroom at Trinity School.”

Her classmate Jay says, “It is a great way to learn something new and interesting.”

For more than 12 years, Explorations at Trinity has been a chance for teachers to work with a small group of Sixth Graders on a topic of high interest to each. The class meets once a rotation, with students changing Explorations after the winter break.

Engineering Specialist Kevin Howard says, “Explorations is a great opportunity for students to make meaningful connections with teachers they may not normally work with and with subject matter they may not often have a chance to explore.”

In Explorations, Sixth Graders are exposed to subjects beyond the core academic subjects, allowing students to try new things and to discover new talents or abilities. Throughout the year, there has been an amazing variety of classes offered, including photography, strategic games, yearbook staff, jewelry making, debate, board game creation, hip-hop and street games, camping knowhow, yoga, knitting, paper-making, mystery club, archeology, calligraphy, origami, mindfulness, outdoor adventures, 3D print masters, choreography and dance, Mad Scientist club, sign language, and improv.

Sixth Grader Stella says that Explorations is important because “it gives you an opportunity to do something that you love that you normally couldn’t do at school.”

When asked about her favorite moments from Explorations, another member of the yearbook staff, Piper, says, “I loved when I got quotes from younger kids and took photos of them. I loved seeing their cute little faces light up when I told them that they were going to be in the yearbook.”

For Sixth Graders at Trinity, Explorations is a chance to try new things and see another facet of their teachers beyond academics.

Students are given a choice to explore something new or to dive deeper into a known passion.

“Explorations is a time for students to explore learning about topics that are not normally taught at school,” says Sixth Grade Science Teacher Kate Burton. “It’s also a chance for them to see teachers are interested in things other than the school subjects they teach. It is a great way to broaden students’ horizons so that they begin to build interests to pursue in middle school, high school, and throughout their lives.”

STUDENTS

It is the last period of the first E day in January for the Leadership Class of 2018.

The Sixth Graders eagerly await to hear what the options will be for their second semester of Explorations. At the beginning of the school year, some of the students knew about this class from their older siblings.

Others have heard a description of it from their peers or teachers. But in January, they all know one thing, Explorations is fun!

So how does the Leadership Class of 2018 really feel about Explorations?

Sixth Grader Dorian says, “It is such a fun part of the day. Everyone is saying ‘10 minutes until Explorations!’ or ‘It’s almost time for Explorations!’ There are so many options to choose from, and you will like whatever you get because it’s with your teachers and friends. And you get to learn!”

Sixth Grader Eden says, “I love how the teachers take time out of their day to teach us about something that they are also interested in.”

Explorations provides students with handson, meaningful, and engaging experiences.

Enthusiastic teachers plan and lead the classes. They develop lessons that focus on the learning experience of each student.

31

32 FACULTY AND STAFF

Established by the Rollins family through the Gary W. Rollins Foundation, the Rollins Quest for Excellence Grant recognizes and awards faculty and staff members for excellent performance and loyalty of service. Trinity School’s only two-time Rollins Grant winner, P.E. Teacher Justin Cahill, is sharing his expertise far beyond the gates of Trinity. Cahill, who recently won ThePhysicalEducator.com’s 2018 Best #PhysEd Twitter Account award, holds a bachelor’s degree in psychology from George Washington University. Raised in Pines Plains, New York, he spent the first 12 years of his teaching career in Washington, D.C. He joined the Trinity faculty as a P.E. teacher in 2007, a role which he still holds in addition to being an active member of the Fifth Grade Values Team.

In his own words, Cahill’s mission is “to instill a lifelong love of fitness through play and exercise while creating a dialogue dedicated to keeping kids in motion.” Since coming to Trinity, he has created an online community around his passion; initiated the morning movement group Every Lap Counts; collaborated with P.E. Teacher Jedd Austin to introduce the very popular Extended Programs activity Fast and Fit; led and participated in numerous professional development conferences; and more.

Let’s learn a bit more about why “keeping kids in motion” is Cahill’s passion and how he communicates his message to not only the Trinity community, but also the world.

Q: What piqued your interest in physical education, and why did you pursue it as a career?

A: My interest subconsciously developed when I was around

11 years old. I was the boy who was outside playing sports every day, no matter the weather. Starting as early as eight in the morning, I would sift through my rolodex and make call after call, recruiting as many of my friends as possible to head down to the playground. Once at the field, I was called on to form fair teams. Similarly, I was elected as the “moral compass.” Basically, I was the guy that friends would count on to make the close call or settle a dispute. When I turned 16, I worked as a director for my local recreation department.

As an instructor, I was presented with my first opportunity to organize games and activities for kids aged three to 12. It was that moment when I began thinking physical education would be an incredible profession.

After graduating from college, I was coaching a summer baseball camp in D.C. One afternoon, a dad approached me and said that he liked the way I worked with his daughter and the rest of the kids in my group and wondered if I would be interested in teaching physical education at his school. I seized the chance and am very grateful that I did.

Q: We enjoy reading your blog, Keeping Kids in Motion (jcahillpe.wordpress.com). What is its purpose?

A: In November of 2016, I created my blog, Keeping Kids in

Motion. Although the blog consists of posts with varying topics, the main focus is on physical education and the well-being of children. As a blogger, my main objective is to

build community and to connect with like-minded peers.

As much as I am sharing with my community, I am also learning from my peers. As a result, I have become more motivated to write. In this regard, Keeping Kids in Motion has become a powerful, consistent form of professional development for me.

I also use Keeping Kids in Motion as a vehicle to share what my colleagues and I are teaching in physical education. I am extremely fortunate to work with three amazing P.E. teachers: Jedd Austin, Brian Balocki, and Laura English. We have been teaching together for 11 years and consistently bounce ideas off each other. Some of the ones we come up with are just too good to keep confined within the gates of Trinity School and must be shared.

FACULTY AND STAFF

Reach Beyond the Gates of Trinity Spotlight on Justin Cahill

Overall, blogging has helped me grow as an educator, a parent, and a professional. It allows me to be myself and share what I have learned with a myriad of people who so kindly share their ideas with me.

Q: Congratulations on your recent Twitter award for

@justybubPE! How do you utilize social media to further your mission?

A: Until about three years ago, social media barely registered

on my radar. Twitter still felt relatively new, and I honestly thought, why would anyone care what I’m doing at any given time? Then a handful of teachers at Trinity began using Twitter to celebrate what their students were doing in class.

I thought that maybe I could do the same. So I set up an account with a silly username and began posting pictures and videos to highlight what happens during a Trinity P.E. class. To my surprise, teachers from across the globe began liking, reposting, commenting, and following me. Now, more than 5,000 followers later, I have developed an abundant professional learning network online. Twitter has become a driving force for communication and an inexpensive and effective method of professional development.

I also formed a Keeping Kids in Motion Facebook group to establish a platform for parents, teachers, and other interested parties to read and share blog posts, articles, videos, books, and anything else related to the well-being of today’s children.

Q: What do you want your children and your students to take away regarding physical fitness?

A: My wife and I have three children: a 15-year-old daughter,

Cora, and two sons, Dexter, 13, and Zavier, 12. My goal is for them and all children to understand the positive impact of lifelong fitness on their physical, emotional, mental, and social well-being. Frequently, kids equate fitness with having an exercise regime, going to a gym, or jogging around the neighborhood. I want them to realize that staying physically fit, especially at their age, is so much more. Exercise is going outside to play. It is being active with their friends. It is playing tag or pickup games of basketball. It is going in the backyard, building a fort, and being the superhero in a game of pretend. Ultimately play IS exercise.

33

FACULTY AND STAFF

What is in the

Magic?

The Trinity Experience is often described as “magical.” It is a description used by our alumni and their families for the journey through our program. It is used by our current families to describe their children’s experiences. It can also be heard from the mouths of prospective families when they first enter our gates and encounter the School’s stateof-the-art 43-acre campus. Throughout my year and a half at Trinity, I have made it my goal to “mine for meaning.” That is, to dig deep, to ask questions, to explore, and to uncover what exactly is in the magic here.

This is what I have discovered.

Written by: Brad Brown Director of Admissions and Enrollment Management

Master of Arts in Teaching a Second Language Bennington College Bachelor of Arts in Spanish Culture and Civilization Furman University At Trinity since 2016 @E2B2TrinityATL @BradBrown76

34

Intentionality

Joy

One of the most common questions that I receive as Director of Admissions and Enrollment Management is, “What makes Trinity School unique?” Questioners are often surprised by the simplicity of my answer. Our profile as an independent school serving students age three through Sixth Grade sets us apart from our many peer schools both locally and nationally.

Our exclusive focus on the elementary grades allows us to provide undiluted and equal access across all grade levels to the resources available. Though each grade level has its own unique traditions and footprint on campus, the deliberate collaboration between grades builds a sense of mutual respect, accountability, and community.

The Trinity Experience is the result of very intentional planning and meaningful dialogue between each grade level and department. Regular grade-level, divisionwide, and school-wide meetings; teacher workshops; and a robust professional development program focusing on topics such as Orton-Gillingham, Readers and Writers Workshop, and Positive Discipline, ensure that our students’ journeys are seamless and backed by research-based best practices and methodologies.

Anyone who has been blessed with the opportunity to work with young people will quickly recognize that they possess an energy and enthusiasm for life and learning that often eludes us as adults. We wonder when we lost it and how we can recapture the joy of discovery.

This reminds me of an interaction I witnessed at morning carpool during the first few weeks of school. Kyla, a member of our Sixth Grade Leadership Class, jumped to the aid of a weeping Early Learner who was reluctant to separate from her mom.

Kyla calmly approached her and caringly took her little friend by the hand. Escorted by her Sixth Grade counterpart, the Early Learner confidently traversed the crosswalk and entered the School boldly. I was touched by this display of empathetic leadership, qualities that we strive to instill in all of our students as they move through our program.

Qualities that are known to be associated with our students and are valued by schools seeking to enroll Trinity graduates.

I cannot begin to express the respect that I have for our talented teachers, who with much preparation engage our students each day. Though our students often believe that they are simply having fun, our teachers skillfully develop lesson plans and classroom experiences that help students establish a solid academic and character foundation that they can rely upon for the rest of their lives. Some of the most talented individuals that I have encountered throughout my 18 years in independent schools have been Trinity graduates. This was one of the many reasons behind my decision to join this wonderful community.

FACULTY AND STAFF

Our Profile

It is the excitement I witnessed during a First Grade lesson in which the students estimated the height and width of a pumpkin using interlocking blocks to try and predict whether it would float once submerged in water. After this discovery of buoyancy, one student boldly questioned whether the pumpkin would float if it were full rather than mostly hollow, and I suspect the investigation continued that night at home. In this lesson, the students had choices to make, were encouraged to ask the right questions, and were challenged to articulate their learning. What was most evident, however, was the ever-present joy as teachers and students partnered in the process of discovery.

It is the joy that I witness amongst our dedicated volunteer parents as they prepare the AWAC for the yearly performances of The Nutcracker or the Sixth Grade opera.

It is the joy that can be found on the faces of our Pre-K students as they compete in their annual Olympics. It is the joy that well-respected and recently retired music teacher Mrs. Vrieland said she kept in her heart as she entered our gates each day of her 43-year career here at Trinity. And it is the joy with which I share these thoughts with you today.

The magic that is the Trinity Experience cannot be defined by one particular aspect of our program. Rather, it is the unique blend of factors within an educational experience that, since 1951, has been intentionally designed to meet the needs of elementary-aged learners.

Thank you for making my first two years here at Trinity a truly magical experience!

35

SPOTLIGHT ON ART

Gala and Auction Completes the

Spotlight on Art Season Spotlight on Art began in 1982 as a small fundraiser for Trinity School. It has grown into a premier art series, including the largest Artists Market of its kind in the Southeast, and funds raised play a vital role in supporting the mission of Trinity School. To cap off the Spotlight season, the School hosts an annual Gala and Auction for the Trinity community.

36

Celebrating 37 years of success, hundreds of parents, faculty, staff, and special guests came together on Saturday, February 10 for an evening of fun and philanthropy! Held at The Fairmont, Novare Events’ newly opened event space on Atlanta’s Westside, the event included delicious food and cocktails, a live and silent auction, and music by the Bradley Smith Band. It was an evening to remember!

37

SPOTLIGHT ON ART

ALUMNI

Alumni

Events SEVENTH GRADE REUNION In September, members of the Class of 2017 were invited back to Trinity for their first official reunion. Our youngest alums enjoyed pizza and time on the playground, on the Trinity Track, and in the Gaga pit. For some, this was the first time they had seen each other since graduation. For all, it was a great opportunity to share stories of their new schools.

SEVENTH AND EIGHTH GRADE BOWLING PARTY Trinity graduates who are now in Seventh or Eighth Grade gathered at Bowlero Marietta on a December afternoon for pizza, bowling, and fun with old friends. There were strikes, spares, and lots of laughs.

38

Trinity alumni and their parents were invited back to Trinity for a special cocktail hour prior to the start of Spotlight on Art’s Cocktails & Canvases. Former classmates and friends enjoyed wine and cheese in the Idea Lab and iHub as they caught up on life. For some, it was the first time they were seeing Trinity’s “new” campus, and for others, it was the first time they were able to spend time in Trinity’s makerspaces.

ALUMNI

SPOTLIGHT ON ART ALUMNI AND PARENT OF ALUMNI COCKTAIL RECEPTION

ALUMNI NIGHT AT TRINITY SCHOOL In November, the Trinity Alumni Association hosted the inaugural Alumni Night at Trinity School. Alumni 21 and older were invited to campus to hear a “State of the School” address from Head of School Joe Marshall and Board Chair Allen Moseley ’81. Afterwards, alums tried to outperform Trinity Sixth Graders in the School’s TV studio and were treated to a trip to outer space using Google virtual reality viewers in the iHub. 39

4 ALUMNI

In Memoriam Suzanne Maynard Hibbs, Pre-K Assistant Teacher, passed away unexpectedly on March 15, 2018. She was preceded in death by her parents, Thomas Franklin Maynard and Elizabeth O’Barr Maynard, and her brother, Burson Maynard.

Suzanne is survived by her husband of 36 years, Dr. Stan Hibbs, and their two sons, Andrew and David.

Suzanne was born in Winder, Georgia, on July 28, 1952. A graduate of the University of Georgia, Suzanne began her career as a researcher in the Governor’s Office of Planning and Budget and later worked as a researcher for the Georgia State Senate. After staying home to care for her sons, Suzanne found her true professional calling: teaching preschool students. In 2007, she joined the Trinity School family, touching the lives of so many of our students, teachers, staff members, and parents. A wonderful educator, colleague, and friend, Suzanne is greatly missed by everyone who knew her.

1

2018 marks the 30th reunion year for the Trinity Class of 1988. The class used this as an opportunity to reunite! Members of the class attended the alumni cocktail hour at Spotlight on Art’s Cocktails & Canvases, came to the school for a tour, then met at Krog City Market for a night out. Attendees included Sloane Wyatt Alford, Jenny Arnold, Louise Cherry Barber, Susan Holman Beck, Mark Bell, Jane Carter, Margo Dalton, Ben Montgomery, Will Moore, Pace Leake Parsons, Laura Moreland Reynolds, Erin Shear, Emily Hollis Tate, Elizabeth Mayo Vansant, Dorothy Peterson Vollmer, William Waggener, Hadley White, Abigail Mann Whittle, Inga Willis, Susan White, Baade Lucas Wilson, and former teacher Lisa Haverty.

1

40

2

Jack L. Brown Jr. ’00 married Sarah Ohr Brown at the Waldorf Astoria in Park City, Utah, on December 9, 2017.

Trinity alumni in attendance included Margaux Black Gray ’00, Nick Faulkner ’00, Carolyn Knight ’00, Shelley Ostrowski ’00, and Hillary White Scanlan ’00.

Drew Silverstein ’01 was named one of the Forbes “30 under 30” for music. He was joined by the likes of Joe Jonas, Cardi B, Khalid, Maren Morris, and Hayley Williams.

Drew is the cofounder of Amper, a startup that uses AI to compose unique tunes tailored to any type of content. The company raised $4 million in seed funding in early 2017.

4

2

5 Margaux Black Gray ’00 was inducted into The Westminster Breithaupt Athletic Hall of Fame for her excellence on the softball field.

Cameron Weller ’01 married Aaron Patrick O’Brien on October 28, 2017, at the home of the bride in Point Clear, Alabama. Cameron’s sister, Chelsea Weller ’04, was her maid of honor.

5

3

Alden Denny Barsness ’01 recently moved from Washington, D.C., to Boston, Massachusetts. Alden’s husband of one-and-a-half years, George, began Harvard Business School in the fall. The two live in Cambridge, and Alden is in her seventh year working in consulting and executive leadership searches for Spencer Stuart.

5

3

Blair Beskin ’02 founded her company, Blair’s Belts, two years ago after studying Fashion Merchandise and Business at the University of Alabama. She decided to create a woven belt that was more fashion-forward by using alligator tabs on the ends of a woven belt. Blair’s work has been featured in Vogue, Garden & Gun, and Atlanta Magazine. Woven belts, wristlets, cuffs, wallets, and crocodile belts can be found on her website, Blair’s Belts.

6

8

Wiley Ballard ’06 has been Georgia Tech baseball’s radio play-by-play announcer for the past three seasons and served as a sideline reporter for Georgia Tech IMG Sports Network football radio broadcasts during the 2017 season.

ALUMNI

6

Catherine Smith Bondurant ’05 spent time with Monique Hickey and Caroline Tritschler’s Kindergarten class, sharing details about the culture in Italy.

Catherine and her husband, Ben, now live in Naples, where Ben is serving in the Navy.

8

7

Maria Coyne ’05 is the lead vocalist and songwriter of Minneapolis-based band Maria and the Coins. The foursome has been together since 2013 and performs professionally around the Twin Cities. The band has recently opened for numerous touring artists, such as Betty Who, Jeremy Messersmith, and Laila Biali.

7

9

Caroline Maguire ’08 was a featured University of Georgia Amazing Student.

As a freshman, Caroline became involved with UGA Miracle, a student-led philanthropy and service organization benefitting Children’s Healthcare of Atlanta (CHOA), specifically its Comprehensive Inpatient Rehabilitation Unit (CIRU) and the Aflac Cancer Center. This year, the organization raised $1 million for the CIRU, which will fully fund it for a year, and an additional $352,705 for the Aflac Cancer Center and pediatric cancer research. The grand total of $1,352,705 made UGA Miracle the single largest donor to CHOA. Through UGA Miracle, pre-med student Caroline discovered that her true passion and purpose is “to give of myself so that others may be happy and healthy.”

9 Anne Havard ’05, the Deputy Resilience Officer for the mayor of Metropolitan Government of Nashville-Davidson County, was named as a member of the 2017 class of Nashville Emerging Leaders (NEL). The NEL brings together 30 of the city’s top young professionals for an 11-week leadership course.

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

41

10 ALUMNI

Bryn McCarthy ’09 is a junior at Washington and Lee this year. Over the summer, she was thrilled to work for WABE/NPR in Atlanta. She published several articles during her time there.

Oliver Babb ’12 signed a letter of intent to compete in rowing at Columbia University next year.

10

12

Alison Nichols ’10 is pursuing her career as a country musician and has released her latest single “Take You Down.” Alison wants to “make country music that everyone can listen to, that everyone can relate to, whether they like country music or not.” Additionally, Scott Hoying of Pentatonix picked her song “Boots” for first prize in the 2017 Songsmith Songwriting Shootout.

11

Claire Hudson ’10 competed in the 2018 World Rowing Indoor Championships in Arlington, Virginia, placing fourth in the lightweight women’s under-23 category, and achieving a personal best time of 2,000 meters in eight minutes. Claire is a member of the Baylor Crew, the collegiate rowing team of Baylor University in Waco, Texas, where she is a sophomore.

12

13

Emma Cawley ’12 and Julia Simmons ’12 recently spent time with Trinity’s Sixth Grade Leadership Class. Emma participated in a JanTerm internship in elementary education.

She shadowed Science Teacher Kate Burton and developed a lesson on atomic structure and reading the periodic table. She plans on studying education, either elementary or environmental, at Elon. Julia observed and offered peer feedback as Emma guided current Trinity students in chemistry.

13

11

In the immediate wake of the student shooting at Georgia Tech, Andrew Hennessy ’11, a firstyear Industrial Design and Computer Science major, started a Facebook group to galvanize students. The focus of the group, called Helping Hands @ Georgia Tech, was to bring positivity to campus. After launching, the group garnered 700 members in a matter of minutes and set up tables on campus so that students could write notes to the victim’s family and friends, the Georgia Tech Police Department, and the community at large.

42

Will Floyd ’12 signed a letter of intent to swim at Colorado College.

Paris Howland ’12 signed a letter of intent to compete in track and field at Cornell University.

Abby Shlesinger ’13 is a senior at the Lovett School. Since Seventh Grade, Abby has worked with a nonprofit called Same Sky. This organization sells jewelry and other accessories made by women in Rwanda and halfway houses in the United States, with all of the profits going back to the women. Abby is trying to extend Same Sky’s reach into the Southeast.

14

14

Emily Grace Fuller ’15 was selected as a Scholar in Service for the Covenant House of Georgia, a residential program for homeless youth. The Scholars in Service program is an opportunity given to a small group of high school students to learn about the causes and effects of homelessness through a servant leadership program. Emily Grace applied for this program because of her passion for service and a particular interest in serving youth who have had to face many challenges resulting in homelessness.

ALUMNI

14

Virginia Bernot ’14 and Ellie Tomko ’14 performed in Ballet Institute of Atlanta’s performance of The Nutcracker. In addition, Ellie came back to Trinity to help the Fifth Grade Sugarplum Fairies prepare for The Nutcracker on the Trinity stage.

16

Joe Sapone ’17, Patrick Busby ’17, Bella Sapone ’17, and Byrnes Sudlow ’18 led Holy Innocents’ Episcopal School to its eighth consecutive Middle School Cross Country State Championship.

16

15

Huston Alford ’15, Christian Conte ’15, and Alex Myerhoff ’15 are Ninth Graders at Marist School and have been friends since their Trinity days. They are pictured at a party before Marist’s homecoming.

15

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

43

ALUMNI

“

I started as a little girl with a bow in her hair, walking into a place bigger than I could imagine.

A place that gave me so much

hope, love,

and confidence.

magical A place that felt

”

from the very beginning.

– Julia Jamieson ’16

44

Julia Jamieson ’16 was the featured speaker at this school year’s Gates Leadership Society reception, an event that recognizes leadership donors to The Trinity Fund. The following is a transcript of her inspiring speech about her Trinity Experience.

Good evening! My name is Julia Jamieson, and I am a recent Trinity graduate from the Class of 2016. I am now an Eighth Grade student at Lovett. My brother, John Henry, is currently in Fourth Grade at Trinity.

Trying to come up with words to describe my Trinity Experience in a five-minute speech proved to be extremely difficult.

I wondered how I could explain all the emotions I was feeling. What words could I use to describe the place that gave me a love for learning?

always talk to the teachers if you needed anything, school related or not, and you could always count on everyone, from the lunch staff to the janitorial staff, knowing your face and always saying “hi” with a smile and a wave. The people at Trinity made it feel like a second home for me.

Maybe because I spent a good seven hours of my days there, but I started to realize more and more being at Trinity just how unique it was compared to other schools, with so many experiences you couldn’t find anywhere else.

Something else Trinity gave me, apart from a lifelong love of learning and an incredible group of friends, is confidence.

ALUMNI

“Once A Trinity Child, Always A Trinity Child.”

The confidence to stand up in front of you all today, which I can assure you would not have happened without the opportunities Trinity gave me to get out of my comfort zone. From Readers Theatre in front of my class in the earlier grades to student council speeches in Fifth and Sixth Grade, which eventually got me elected, Trinity helped me feel prepared for my next school, to give presentations, and to do more public speaking, which is a skill I will value throughout my life!

Speaking of public speaking, everyone gets a chance to do so in character at the Trinity shows, which are part of what makes the Trinity Experience a memorable one.

I started Trinity in Pre-K, and at the time I didn’t fully grasp what a magical place I was in. I do remember one thing though, and that is that from the very beginning I was excited to come to school every day.

I was eager to learn because it didn’t even feel like it was learning. Teachers would come up with new, innovative ways of getting you to understand something, and I often found myself repeating everything I learned to my mom and dad. My dad calls it “sneaky learning,” and I always liked that about Trinity.

As I grew older, I also found that Trinity had given me a lifelong group of friends. I met new people every year, and I still to this day keep in touch with a lot of my friends that went to other schools. I knew I could always count on my friends to support me no matter what happened in life, and my Trinity class is a group of such loyal, trustworthy people whom I am beyond grateful to have in my life.

Trinity also has the most wonderful group of staff that I have ever known. The people is what makes a school a school. You could

45

46 ALUMNI

With so many great schools in Atlanta, there is a lot of pressure to stand out and be unique. Something else that makes Trinity stand out from other schools is the muchanticipated outdoor education trips in Fifth and Sixth Grades, which help you grow not only as a student, but also as a friend and a leader. However, while many found that the trips couldn’t come sooner, I found myself worried and nervous. I never really liked spending the night anywhere and was worried about being homesick, even if the trips weren’t that long. My mom emailed Ms. Berry and told her my concern. Ms. Berry accompanied me throughout the trip and constantly checked on me to make sure I was having a good time. Her and the other teacher’s motherly comfort gave me confidence to get through the trip and all trips after because I ended up having such an amazing time and getting closer to a lot of people I didn’t expect to become close with.

This is the kind of support you find at Trinity. From swimming at Jekyll Island to doing trust exercises at Camp Twin Lakes, the trips were endless fun and now I can’t imagine ever being worried. Those trips gave me courage when I went to Washington D.C. with my Lovett class last year and make me look forward to future overnight trips.

Another important quality I have taken away from my Trinity Experience is the ability to bounce back from failures and determination to work hard. This was really hard for me as I am a huge perfectionist!

My teachers always supported me when I made mistakes or failed and taught me that there is always something I can learn or take away from my past experiences to help me become better.

This was the kind of motivation I needed for school and for life. This is why Trinity is so special. You don’t just learn facts, you learn valuable life and social skills. You meet people that change you for the better. You get to know teachers that inspire you to be

the best you that you can be. Trinity helped me discover who I am today, and for that I couldn’t be more grateful.

doesn’t feel that long ago, and just last year I walked into a new bigger place that I am sure will help me thrive as well.

I can’t just say that one person in particular made my experience what it was. It was all my teachers, all the staff, the Trinity TV segments, the plays and productions, the cheering of blue and white on Field Day, finding the Gingerbread Man, traveling back in time to colonial days, the renovation of the library, the P.E. games, the Sixth Graders’ annual car decorating and parade…. I keep saying it but I absolutely mean it; you don’t find these experiences anywhere else!

I knew from the moment I walked in to Lovett which students were the Trinity kids.

They smiled a little brighter, laughed a little louder, walked with their heads held a little higher. And over the last year, when I would take notes, or speak to a class, or have an overwhelming load of homework, I would think about my Trinity Experience and what I learned that could help me in each situation. I would think of my teachers and how proud they would be if they could see what I was doing.

I don’t want to bore you though with a list of everything that shaped me into who I am today, because it’s quite a long list; I want to thank you. I know when you donate money you sometimes wonder where it will go

Now, people see me as a Lovett student, hard-working just like everyone else. But no matter where I go in life and what I end up doing as a career, I know that forever and always I will be a Trinity child. So, I guess

ALUMNI

I got my first taste of the spotlight and discovered my great love for the stage when I starred as Marie in the annual Fifth Grade [performance of ] The Nutcracker. Even more so when I sang and danced alongside my class in another incredible Sixth Grade opera, The Mikado.

“I knew from the moment I walked in to Lovett which students were the Trinity kids. They smiled a little brighter, laughed a little louder, walked with their heads held a little higher.” and who it will impact, but I can honestly say, this school would not be as amazing without the support of the incredible donors here tonight. You are impacting your kids’ lives for the better, whether they realize it or not. The iHub, the learning commons, the new carpeting and coats of paint, all of it is because of you and it is making these kids’ Trinity Experience better. Thank you for that because this school is going to continue to thrive and grow with your help, and I know coming back I will probably see something more amazing time after time.

I started as a little girl with a bow in her hair, walking into a place bigger than I could imagine. A place that gave me so much hope, love, and confidence. A place that felt magical from the very beginning. It

you could say it wasn’t so different walking in with my little blue bag to walking in with my huge backpack into a new school.

No, I don’t wear a bow anymore. No, my bag isn’t as light as it used to be. But I have the same smile, a new confidence, and a love of learning I found at Trinity. I think it will be the same way walking into high school for the first time next year. My mom tries to forget that I’ll be a high schooler soon.

I may not know what I want to do in life or what is going to happen tomorrow, but what I do know is that the experiences I had at Trinity are some that I will carry with me every single day. “Once a Trinity child, always a Trinity child.” Thank you so much!

47

2017 High School Graduates and College Choices

ALUMNI

We are re-running the list of 2017 high school graduates and their college choices due to the inadvertent omission of some alumni as well as the addition of others after the initial list was published in the fall 2017 edition of Flourish.

48

Erica Abraham Northeastern University

Myles Hudson The University of Chicago

Ryan Radulovacki New York University

Jimmy Balloun University of Notre Dame

Florida Huff Dartmouth College

Ashley Raymer University of Southern California

Reid Balser The University of Texas at Austin

Kia Jie Jacobs Jacksonville University

Carly Reifenberger Auburn University

Tyler Bass Middlebury College

Bradley Jones Washington and Lee University

Megan Roddenbery Wake Forest University

Sam Bayne Southern Methodist University

Vivian Jones The University of Arizona

John Sheehan Vanderbilt University

Christian Bradley Emory University

Julia Koh Tufts University

Sydney Simmons Davidson College

Henry Bruce University of Richmond

Maddie Kupor University of Michigan

Sinclair Sparkes University of Southern California

Ellen Buchanan Boston University

Caleb Levin The University of Alabama

Charlie Stewart The University of Alabama

Claire Cotton University of Georgia

GrifďŹ n Long Auburn University

Rebecca Stewart The University of Texas at Austin

Liza Crawford Texas A&M University

Ashton Maguire Furman University

Maggie Sutton Auburn University

Hannah Culbertson The University of Alabama

Anna Mangum Bates College

Rankin Thompson Auburn University

Christy Cutshaw University of Michigan

Grey McCarthy Washington and Lee University

Will Trimble Dartmouth College

Jack Davenport Georgia Institute of Technology

Quinn McCartney Clemson University

Mary Tucker Northwestern University

Avery Dean Villanova University

Caroline McCutchen Georgia Institute of Technology

Sawyer Uzzell Duke University

Isabel Draper Barnard College

Madison Minear University of Southern California

Josh van der Eerden Vanderbilt University

Sam Edwards University of Georgia

Garrett Moorman Wake Forest University

Hannah Vanderver Georgia Institute of Technology

Riley Feinour University of Virginia

Margaret Moran Wake Forest University

Camille Floyd University of Georgia

Blair Nagel The University of Texas at Austin

David Vroon The University of North Carolina at Chapel Hill

Andy Garcia-Civita University of South Carolina

Ria Parikh University of Notre Dame

Allison Greenberg Emory University

Julia Patton University of Georgia

Anna Harrison Kenyon College

Mary Brooks Perkey Wake Forest University

Elizabeth Harrison Auburn University

Carden Pressly New York University

Andrew Hennessy Georgia Institute of Technology

Joe Protiva Colorado School of Mines

Sarabeth Hoffman Pennsylvania State University

Ted Quarterman New York University

Kate Wallace Auburn University Grace Weston University of Wisconsin Courtney White The University of Texas at Austin Rollins Woodham The University of Texas at Austin Isabelle Wyant Southern Methodist University

REMEMBERING THE VALUE OF A PLANNED GIFT IS AS EASY AS A-B-C.

Help Trinity flourish with the gift of a lifetime As a founder of Trinity School, Reverend Allison Williams helped to guide the School’s mission of providing a challenging academic program for elementary students in a nurturing environment that fosters mutual respect, trust, and cooperation among students, faculty, and parents. Allison’s vision of Trinity is an inspiration, encouraging each of us to follow in his footsteps and create our own legacy.

The Allison Williams Legacy Society was founded to recognize those who establish a legacy with a planned gift to Trinity School. We are grateful for these members because their special form of financial support helps ensure that Trinity School can offer a rich educational experience to students for generations to come.

Planned Giving at Trinity A planned gift is a vehicle for anyone to create a charitable legacy. Trinity grows and flourishes with the help of these gifts. Our campus, named professional development awards, and endowed scholarships all benefit from the dedication of Allison Williams Legacy Society members.

Planned gifts continue our readiness for opportunities and challenges ahead and help Trinity remain a leading elementary-only educational institution. It is easy to leave a lasting legacy.

• Retirement Plan: make Trinity a full or partial beneficiary of an IRA, 401(k), or 403(b) program • Life Insurance: designate Trinity as a full or partial beneficiary of an active life insurance policy • Donor Advised Fund: make Trinity the final beneficiary of your existing fund • Will and Estate: remember Trinity with a bequest for a specific dollar amount or with a percentage of an asset

A

APPRECIATED ASSETS

B

BENEFITS FOR YOU AND YOUR FAMILY

C COMPELLING LEGACY THROUGH CONVENIENT GIFTS THAT ANYONE CAN SET UP START YOUR LEGACY TODAY For more information about this new philanthropic opportunity, please contact Maggie Carr, Director of The Trinity Fund and Major Gifts, at 404-760-4407 or mcarr@trinityatl.org

49

4301 Northside Parkway NW Atlanta, GA 30327

Non-ProďŹ t Org. US Postage PAID Permit #2905 Atlanta, GA