Issuu

FALL/WINTER 2025

LEADING WITH HEART.

BUILDING WITH PURPOSE.

THE TVS MISSION

MANAGING EDITOR & CREATIVE DIRECTOR ASHLEY ROBINSON

Trinity Valley School has four

DIRECTOR OF STRATEGIC MARKETING & COMMUNICATIONS

main objectives for its students: fine scholarship with its fulfillment at college; the development

COPY EDITOR

of wide constructive interests;

DIRECTOR OF ALUMNI RELATIONS

KATHRYN DAVIS ‘89

intelligent citizenship; and spiritual and moral development which promotes lasting values.

COPY EDITOR ASHLEY MCCOLLUM COMMUNICATIONS MANAGER

DESIGN SARAH RADICELLO | RADICELLO CREATIVE

CONTRIBUTING PHOTOGRAPHERS ALTON ADKINS

MANDY KIRWAN

TAPPAN BAILEY ’26

ASHLEY MCCOLLUM

MICHAEL BRANSCOM

KASSIE MOORE

PHOTO+FILM

PHOTOGRAPHY

DAN BRYANT PHOTOGRAPHS

ASHLEY ROBINSON

COLE CHRISTOPHER ‘26

MARCY ROTEN

KIRSTEN GALLON

TURQUOISE VIDEO

PHOTOGRAPHY

PRODUCTIONS

CONTRIBUTING WRITERS LINDSEY BETSILL

JULIE KNUDSEN

MICHAEL CARLSON ‘03

ASHLEY MCCOLLUM

DR. ALEXANDRA CHANNELL

HILLARY RELYEA

EMILY CORLEY

ASHLEY ROBINSON

Trinity Valley School’s Trojan Voice is published twice a year. Please contact Ashley Robinson, Director of Strategic Marketing & Communications, with any questions, comments, or suggestions regarding this publication at robinsona@tvs.org.

BEN COURCHESNE

MARCY ROTEN

CHRISTIE CRUMMEL

STEVI SCHUKNECHT

Trinity Valley School is an independent, co-ed, college-preparatory, day school for students in pre-kindergarten through grade 12. The school admits students of any race, color, national or ethnic origin to all the rights, privileges, programs and activities generally accorded or made available to students at the school. It does not discriminate on the basis of disability, race, color, national or ethnic origin in administration of its educational policies, admissions policies, financial aid programs, and athletic and other school-administered programs. © Copyright 2025 by Trinity Valley School, Fort Worth, TX 76132-4110

KATHRYN DAVIS ‘89

GENE SESSA

SZALAN ELLIS

DR. ASHLY SPENCER

MELISA GARCIA

DAVIS WAGNER ‘31

Fall 2025 VOL. XXXV Number 1 Trinity Valley School | 7500 Dutch Branch Road Fort Worth, TX 76132 | 817.321.0100 | tvs.org

KYLE KAHUDA

12 ACADEMICS

MIDDLE SCHOOL JOURNEY | PAGE12 CULTIVATING CHARACTER | PAGE24

SCOUTING THE INTANGIBLES | PAGE37 LEADING WITH HEART IN UPPER SCHOOL | PAGE48

ALUMNI HOMECOMING | PAGE32

STORY OF RESILIENCE | PAGE40 CLASS NOTES | PAGE60 ACAC 2026 | PAGE66 A FULL-CIRCLE MOMENT | PAGE67

THE ARTS HADESTOWN | PAGE42 PHOTOGRAPHY SHOWCASE | PAGE52

ATHLETICS GRIT & GLORY | PAGE18 LEADING WITH HEART IN COACHING | PAGE22 FALL SPC 2025 | PAGE23 HONORING TVS SPIRIT | PAGE34

EXPERIENTIAL EDUCATION BEYOND THE TRAIL | PAGE28

GLOBAL EDUCATION MEMORIES OF A LIFETIME | PAGE30

TRINITY VALLEY SCHOOL tvs.org

M E S S A G E F R O M T H E TVS H E A D O F S C H O O L

LEADING WITH HEART. BUILDING WITH PURPOSE. This fall, our community gathered to reflect on what it truly means to lead with heart. The Parents’ Club welcomed author and journalist Jennifer Wallace, whose powerful message about mattering struck a deep chord with faculty, parents, and students alike. She reminded us that human flourishing begins not with achievement, but with connection: with knowing that we are valued and we add value to others. In her book Never Enough, Wallace identifies seven essential ingredients that help us feel we matter, each one beautifully reflected in life at Trinity Valley: BEN COURCHESNE Head of School

Attention: Every student deserves to be truly seen. In classrooms and hallways, when teachers notice a question, a struggle, or a spark of curiosity, they affirm a child’s place in the community. Importance: Students thrive when they know their contributions make a difference. Whether leading a service project or helping a peer, their actions remind them that their presence has impact. Dependence: Mattering grows when others count on you. Group projects, team practices, and stage productions teach our students that responsibility and reliability are forms of love in action. Ego Extension: To feel that someone else cares deeply about what happens to you is powerful. Faculty mentors, coaches, and advisors invest not just in performance, but in the whole person, walking beside students through triumph and setback alike. Noted Absence: When someone is missed, it signals belonging. At TVS, when a student is absent from rehearsal or class, his or her friends notice, because they are part of something larger than themselves. Appreciation: Gratitude is the heartbeat of community. When we take time to thank one another – for effort, kindness, or courage – we reinforce a culture that celebrates both excellence and empathy. Individuation: Perhaps most importantly, students flourish when they feel known for their true selves. Our mission calls us to honor every child’s uniqueness and to help each student discover who he or she is and who he or she is becoming. Each of these elements of mattering reminds us that belonging precedes becoming. When students experience that deep sense of being valued, they develop the courage to lead with heart and the wisdom to build with purpose. In a broader culture that often measures worth by grades, titles, or college admissions, Wallace’s message is both timely and courageous and a call to the kind of counter-cultural values upon which TVS was founded. She reminds us that achievement without belonging can leave students feeling hollow, while true success is grounded in relationships of care, trust, and purpose. Her words echo those of our founder, Stephen Seleny, who cautioned that “goodness without knowledge is

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M E S S A G E F R O M T H E TVS H E A D O F S C H O O L

weak, but knowledge without goodness is dangerous.” At Trinity Valley, we hold fast to the belief that education is not about producing résumés but about building a life, nurturing both intellect and character for the formation of lasting values. To lead with heart is to offer students not just guidance, but presence, and to give them our attention, our appreciation, and our belief that who they are matters more than what they accomplish. To build with purpose is to ensure that every aspect of School life, from academics and athletics to service and the arts, reinforces that message. When students experience that deep sense of mattering, they find the confidence to explore boldly, to persevere through challenge, and to contribute meaningfully to the world around them.

As we move forward, may we continue to nurture an environment where achievement grows from belonging and purpose springs from compassion. In doing so, we honor both Seleny’s founding vision and the living spirit of Trinity Valley today, a place where great minds and great hearts grow together. In the pages that follow, I hope you will see what I see each day during my rounds across campus: a School that is, like all good schools, still imperfect but ever aspiring. Aspiring to center meaning and purpose for its students. Aspiring to lead with heart and to build with purpose, every single day. Be Sturdy and Full of Hope,

Author Jennifer Wallace visits TVS

TRINITY VALLEY SCHOOL

MY DAY IN 11TH GRADE SHADOWING JUNIOR SHEA MCCARTHY REVEALS THE RHYTHM, JOY, AND BALANCE THAT DEFINE LIFE AT TRINITY VALLEY. BEN COURCHESNE, HEAD OF SCHOOL As the new Head of School at Trinity Valley, I’m eager to understand what a day truly feels like for our students — the pace, the energy, the learning, and the laughter that fill our campus. So on Friday, October 24, I trade my office for a backpack and my usual business casual for dresscode and spend the day shadowing 11th grader Shea McCarthy on a Day 5 in the Upper School.

7:15 a.m. – Field Hockey & Morning Spirit I pull onto campus before sunrise, the sky still dusky gray with a thin stripe of light breaking along the horizon. The parking lot isn’t empty — a scatter of cars glows under the lamplight. I lace up my sneakers and jog toward the Fitness Center, the air cool and still except for the faint hum of music and the rhythmic echo of footsteps from athletes already in motion. Inside, the varsity field hockey team is warming up. They’re coming off a 5–2 win over rival Fort Worth Country Day and preparing for a weekend trip to Austin. Coach Pearce calls it a rest day, so Coach Yarbrough leads an active recovery session of stretching and mobility. Even in recovery mode, their focus and camaraderie stand out. By 7:56 a.m., the players are channeling that same energy into Lower School drop-off. Blasting upbeat dance music and performing 6

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choreographed routines, they greet our youngest Trojans with smiles and high-fives, opening car doors with genuine joy. It’s the perfect embodiment of TVS spirit: older students leading with enthusiasm and heart.

8:22 a.m. – Math, Mentorship, and Morning Focus Because of an early dismissal for field hockey the previous day, Shea makes up a quiz in Ms. Calderon’s PreCalculus class during T-Period. This built-in morning time (8:00–8:45) allows students to seek extra help, catch up on missed work, or meet with teachers. It is a small but powerful feature of the schedule, a reflection of how TVS intentionally creates space for balance and support.

8:47 a.m. – AP Lang and Toni Morrison First period takes us to AP English Language and Composition with Mrs. Sellers. The class reviews MLA standards for quotations,

citations, and formatting before settling into quiet reading time with Toni Morrison’s Beloved. As I flip through a copy myself, I rediscover a passage that resonates as much now as it did when I first read it in college: “Everything depends on knowing how much,” she said, “and good is knowing when to stop.” It is a reminder that great literature grows with us, its wisdom meeting us anew at every age.

10:15 a.m. – Library Study After English, we head to the library. Shea chooses a quiet study room to catch up on reading for AP U.S. History. Around us, students work alone or in pairs in near silence, a calm pocket of focus amid the hum of the school day.

10:48 a.m. – Student Council Check-In Next comes a Student Council meeting in Ms. Perryman’s science room. The agenda: a Homecoming dance (“HOCO,” as I quickly learn) debrief. Students praise the event’s energy – the dance floor stays packed for over two hours – and offer feedback for next time: quicker DJ transitions and perhaps a menu debate between comfort food and something more formal. What strikes me most is the thoughtful, good-natured collaboration. These students lead with both voice and vision.

11:10 a.m. – A Second Stop for Math Help With a few spare minutes before the next class, Shea heads back to Ms. Calderon’s room for a little more math help. “The teachers are always ready to help,” she tells me, “and students feel comfortable asking.” That simple comment captures a cornerstone of our community: the accessibility and care of our faculty.

11:28 a.m. – Physics and Problem-Solving In Physics, Mrs. Kochan (subbing for Mr. Gehman) hands out a kinetics worksheet. Students break into small groups to test their understanding of the previous

night’s lesson. The room buzzes with quiet determination. By problem 13, things get tricky, and I feel a flicker of my own high-school math anxiety. Watching them puzzle through challenges together reminds me that persistence is a muscle TVS students exercise daily.

12:28 p.m. – Team Lunch Lunch takes us to the Athletics Conference Room with the field hockey team. We skip the main line, grab protein boxes, and settle in as Coach Pearce reviews game highlights, announces the player of the game, and discusses scouting plans for St. Andrew’s in Austin, with a Buc-ee’s stop confirmed for the ride home, of course. This group radiates energy and connection. As they wrap up, one player calls for a quick “team dance” practice after school, because at TVS, joy and hard work go hand in hand.

1:02 p.m. – Free Time in the Commons The Senior Commons buzzes with life: students are comparing assignments, trading costume ideas for Gump Day, and plotting weekend plans. I chat with two teachers on duty who balance supervision with gentle support. It’s the kind of space where community simply happens.

1:11 p.m. – AP U.S. History with Mr. Terrazas Back to academics with APUSH. Class opens with a rapid-fire 10-part timeline quiz (students rattle off answers faster than I can write them) before diving into a creative assignment: writing a modern dating profile for a 19th-century social reformer. Then comes thesis-building and evidence-based writing practice, serious work delivered with humor and intensity.

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I cannot help but test myself: can I put these events in order? Louisiana Purchase… Stamp Act… Monroe Doctrine… I might need a refresher.

2:04 p.m. – Spanish IV with Señor Landkamer As a former French student, I am admittedly lost during Spanish IV. The class discusses a short story: something about a farmer’s love life complicated by a bear? Or perhaps an owl? The students, thankfully, are far more fluent. The lesson ends with a lively “floor-is-lava” vocabulary game that fills the room with laughter and motion. By this point, I understand why so many students rely on Celsius and caffeine to power through the afternoon.

3:45 p.m. – The Final Bell When the last bell rings, Shea is relieved to have a rare afternoon without field hockey practice. She plans to grab Chick-fil-A with teammates before their impromptu dance rehearsal and a 6 a.m. departure for Austin the next morning. As for me, I have emails to catch up on, an eighth grader to welcome home from the Washington, D.C. trip, and opening night of Hadestown (Teen Edition) ahead. Bedtime, it seems, is still a long way off.

3:06 p.m. – Yearbook Class with Mrs. Roten The final stop is Yearbook, where editors and staffers run what feels like a newsroom meeting. Each contributor gives a project update, tossing around ideas freely but with purpose. The sense of ownership and professionalism impresses me. No wonder the finished yearbook each year feels like a true work of art.

TRINITY VALLEY SCHOOL

Yet the fatigue is sweet. It is the kind that comes from a full and meaningful day. Spending a day in Shea’s shoes reminds me that every TVS day is a balancing act of learning, laughter, and leadership. It is a place where curiosity meets care, and ambition is matched by warmth. Toni Morrison writes that “everything depends on knowing how much, and good is knowing when to stop.” A day at TVS, I realize, is exactly that — full, but never too much; demanding, yet deeply good. It asks a lot of our students and gives them even more in return. In that beautiful balance, the life of this School feels just right. And Shea, like so many of her classmates, manages it all with admirable poise.

2025-2026

YEARS

SINCE 1981

FACULTY& STAFF MILESTONES

Robin Preston

YEARS

SINCE 2011

Janet Chaffee

Allison Shapard

Kim Pierce

Rachel Thompson ’00

Jeremiah Russell

Kim Tooke

YEARS

SINCE 2016

Kiley Brannon ’00

Brian Johnston

Laura St. John

Ryan Churchward

Cristy Mayfield

Adriane Wheat

Frank Gidwani

YEARS

SINCE 2021

Jennifer Bernard

Szalan Ellis

Matt Morrison

Hannah Bundrick

Heather Garcia

Hillary Relyea

Michael Carlson ’03

Oscar Garcia

Luis Terrazas

Alexandra Channell

Pamela Kahuda

TRINITY VALLEY SCHOOL

66TH FOUNDERS DAY

Drumline and Cheer welcomed everyone into the North Gym

The TVS Orchestra performed

SEPTEMBER 8, 1959 - the day it all started with just six students and four teachers. Now, 66 years later, Trinity Valley School now proudly serves more than 1000 students and has more than 200 faculty and staff members. And what a beautiful Founders Day Celebration we had with the entire School this September, our

honoring

history,

celebrating

our present, and looking to

our

future

with

# B o u n dl e s s Po s s ib ili t y. 10

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Passing the Torch ceremony with Founding Headmaster Stephen Seleny’s son Alex Seleny ‘92, Faculty Emeritus Dr. Bill Shelton, Faculty Emeritus Mary Mac Elliott, Student Body President Hub Nickels, Middle School student and Abigail Strong and Dr. Channell; Abigail led the Fight Song

alum child Abigail Strong, Kindergarten student and alum child Sela Brigati, Board Vice President and parent Amar Tanna ‘99, and Head of School Ben Courchesne

Everyone singing the TVS Fight Song

Alex Seleny ’92, Audrey Courchesne, Ben Courchesne, Amar Tanna ’99, Whit Wolman, Kay Newton, Anna Carlson, Mary Mac Elliott, and Dr. Bill Shelton Photography by Sarah Tanner

TVS M I D D L E S C H O O L

THE MIDDLE SCHOOL JOURNEY: VOICES OF CONFIDENCE, CURIOSITY, AND CONNECTEDNESS DR. ALEXANDRA CHANNELL, HEAD OF MIDDLE SCHOOL, AND DAVIS WAGNER ’31 Middle School is a pivotal time in adolescent development, a season when students strengthen the essential muscles of courage, self-belief, exploration, and belonging. Guided by the themes of confidence, curiosity, and connectedness, we turned to the true experts, our Middle School students, to capture a snapshot of what these values mean to them. Through interviews with three students and a division-wide poll, we explored how their experiences at TVS have shaped who they are and how they see themselves. Curiosity: “Wow. I need to know more about that.” In Middle School, we prioritize learning as a journey toward valuable knowledge and meaningful understanding rather than simply a grade or requirement to learn something new. Teachers recognize hard work and dedication, fueling sparks that make students want to dive deeper into topics that pique their curiosity. Luke Doumany (grade 5) expresses the core of this sentiment when he speaks with clear passion about the History curriculum at TVS. He shares, “Every year in History, there’s always been something that has been amazing and made me just feel like, ‘Wow. I need to know more

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about that.’ There’s always been something that has left me thinking about it long after the class had ended.” Seventh grader Lillian Strong adds, “When we did dissections in sixth-grade science, I was very curious to begin with and had an inordinate amount of excited questions after!” Through this spirit of wonder, our students come to see that curiosity is not just encouraged; it is celebrated.

"Every year in History, there’s always been something that has been amazing and made me just feel like, ‘Wow. I need to know more about that.’ There’s always been something that has left me thinking about it long after the class had ended." Confidence: “... I could go be who I was.” The faculty at Trinity Valley continuously encourage students to take risks and try new things, even if they sometimes fail. “They will always respect you if you get a bad grade or make a mistake,” says Luke, capturing the supportive spirit that defines the Middle School experience. A key component of confidence is the guidance and encouragement students receive as they explore new experiences and learn to trust themselves. Students shared moments when they pushed their own limits: climbing a rock

TVS M I D D L E S C H O O L

Connectedness: “…part of a group that understood me.”

Students interviewed for this article include, from top to bottom: Luke Doumany, grade 5, Cate Heiszek, grade 6, Lillian Strong, grade 7

wall during TOE, trying a new sport and discovering a love for it while improving their stamina, standing up in front of friends during assembly, and making an effort to connect with new peers. These experiences, both big and small, illustrate how the support of teachers and the courage to take risks combine to build lasting confidence.

Connectedness is a cornerstone of the Middle School experience at TVS, where students learn the value of being part of a community that truly sees and understands them. Feeling connected goes beyond making friends; it is about belonging to a group where students feel supported, respected, and valued, while also helping others feel included and welcomed. As Cate shared, “In fourth grade, when we were introduced to the fifth-grade teachers and the Middle School staff, it made me feel mature and responsible. They all were very welcoming and it made me feel like I was part of a family.” Through these relationships, students develop empathy, collaboration, and a sense of shared purpose, learning not only to thrive themselves but also to foster belonging for others. One seventh-grade student commented in the poll, “At Trinity Valley School I always feel connected, supported, and confident.” This is the experience we strive to provide for every student.

Students also noted how Lower School teachers help lay the foundational groundwork that supports the confidence they continue to build in Middle School. Cate Heiszek (grade 6) shared, “[My second-grade teacher] helped me feel more confident in myself. She made me feel like I could go be who I was. She taught me to stand up for myself and to follow the morals of TVS [imprinted on the compass below the belltower]: Compassion, Respect, Integrity, and Wisdom.”

Middle School is a time when students begin to find their voices, explore their passions, and define who they are becoming, an experience beautifully

Luke reflected, “Honestly, in Pre-K, they helped you learn a lot of life skills that I still use today. It was kind of preparing you for grades to come, and it was really helpful. It made me feel more confident in my abilities to learn and grow.”

included and welcomed."

Ref lecting on her studious nature, Lillian shared, “[My fourth-grade teacher] encouraged me to go be who I am, and to always be proud of that.” From the nurturing roots of Pre-K to the branching growth of Middle School and the full bloom of 12th grade and beyond, the TVS journey is grounded in boundless possibility.

"Feeling connected goes beyond making friends; it is about belonging to a group where students feel supported, respected, and valued, while also helping others feel

reflected in the words of seventh grader Davis Wagner. Since Lower School, Davis has expressed an interest in journalism and has both pursued and created experiences to explore her passion. In reflecting on the themes of confidence, curiosity, and connectedness while co-writing this article, Davis shares: “As a Middle School student, I have seen that students conform to the criteria that their peers believe is ‘normal.’ Trinity Valley helps me personally to be

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TVS M I D D L E S C H O O L

confident in who I am, to stand out. I can be curious about things that are different from what my fellow students are interested in, and I can be connected to the friends I want to be around. TVS does a fantastic job of making sure that its pupils have the confidence to go be themselves, have the urge to be curious, and have the will to be connected. As I continue through Middle and Upper School at TVS, I hope that everyone can feel as impacted by Trinity Valley as I do.”

At TVS, the values of confidence, curiosity, and connectedness can impact anyone who chooses to take them to heart. The real experts on Middle School have given us an amazing, up-close snapshot of what these words mean to them. We hope you have enjoyed this peek into the Middle School and that you continue pondering these themes and perspectives at TVS long after you close this edition of the Trojan Voice.

MIDDLE SCHOOL POLL DATA The Poll had 141 responses from Middle School students (grades 5-8)

75% of Middle School students tried something new in the past year that made them proud from athletics, fine arts,

28.4%

committees, and leadership roles 17%

29.8%

to TOE and academics.

24.8% 24.8%

Teachers and classes at TVS most help me feel (students selected one): Grade 5

Grade 7

Grade 6

Grade 8

MORE CONFIDENT

57.7%

PRIDE IN MY WORK

42.3%

SUPPORT WHEN STRUGGLING

38.7%

82 students

60 students

The top three areas in which TVS has most sparked students' curiosity: ACADEMICS

41.1%

MORE CURIOUS

36.7%

ATHLETICS/PRE-ATHLETICS

38.3%

MORE CONNECTED

26.8%

FINE ARTS

38.3%

OTHER

6.3%

58 students

54 students

55 students

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52 students

38 students

9 students

TVS T E C H N O L O G Y

LEADING DIGITAL CITIZENSHIP DR. ASHLY SPENCER, EDTECH INNOVATION SPECIALIST LINDSEY BETSILL, DATA OPERATIONS MANAGER When most adults were in school, the digital world looked very different. Most of us accessed the internet (if at all) through bulky desktop computers, playing games like Oregon Trail and using dial-up connections at home, if we were lucky. We did not grow up with social media algorithms shaping our views, or the need to manage a digital footprint. Online safety was not something we had to think about. But the digital landscape has transformed rapidly and continues to evolve, shaping a world our children are growing up in every day. As educators and parents, we have a responsibility to prepare students for this reality, even though it is one we never experienced at their age. At Trinity Valley, we have implemented a digital citizenship program designed to equip our students with the skills, awareness, and mindset they need to navigate today’s complex and ever-changing digital world. The Digital Citizenship Program at TVS is built around six core strands: Balance & Mindfulness, Safety & Security, Digital Footprint, Building Community, Responding to Conflict, and Media Literacy. While digital citizenship topics have been covered for many years in advisory, counseling, and STEAM classes, we did not have alignment across grade levels and divisions. These strands were introduced in the 2024–2025 school year and are integrated into lessons for all students from kindergarten through 12th grade to provide a more unified approach. Each month, one strand is the focus across all grade levels, with lessons delivered by TVS faculty. This shared focus fosters a common language and understanding among students and teachers alike. A key part of our approach is building a meaningful connection between School and families. Whether a child is in kindergarten or preparing to graduate, families can engage in meaningful, age-appropriate conversations about the strand of the month. Every month, we send home a letter

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through the Trojan Columns that outlines the lessons students are receiving at School and includes thoughtful questions for parents to use in age-appropriate conversations at home. This ongoing communication ensures that students receive consistent messages about digital citizenship in both environments, School and home. Because technology is a constant presence in students’ lives across these settings, it is vital that we work together to support and reinforce safe, responsible, and mindful digital use. This year, we are building on this work by adding guest readers in the Lower School who visit morning announcements each month to read aloud books related to the current strand. Following the read-aloud, teachers incorporate activities designed to reinforce the month’s theme, providing an engaging and interactive way to deepen students’ understanding of digital citizenship. We have also integrated AI Literacy into our Digital Citizenship programming. Last year, faculty in the Middle and Upper Schools began introducing students to artificial intelligence through early discussions and the rollout of the AI Responsible Use Menu. This initial step helped students begin to understand what AI is, how it functions, and what responsible use looks like in a school setting. This year, we are building on that foundation by reinforcing the Responsible Use Menu and continuing classroom conversations about AI before students begin using these tools in their academic work. Looking ahead, starting in the 2026–2027 school year, AI Literacy will become an intentional, standalone strand within our Digital Citizenship framework, positioned at the start of the school year. These lessons will set the stage for responsible, thoughtful use of AI tools. At Trinity Valley, we are proud of the meaningful and proactive steps we are taking to prepare our students for the challenges and opportunities of today’s digital world. By fostering digital citizenship, AI Literacy, and a strong partnership with families, we are equipping our students with the skills and mindset they need to navigate technology responsibly and confidently. If you would like to learn more about our Digital Citizenship program or listen to a parent-focused podcast, please scan the QR codes to the left, created through NotebookLM. Together, we can continue to support and empower our students both in School and at home.

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GRIT & GLORY THE PHOTOGRAPHY OF COLE CHRISTOPHER ’26

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TVS A T H L E T I C S

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TVS A T H L E T I C S

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TVS A T H L E T I C S

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TVS A T H L E T I C S

LEADING WITH HEART: HOW TVS

ATHLETICS CREATES COMMUNITY CONNECTIONS THROUGH TRADITIONS AND TOGETHERNESS MICHAEL CARLSON ’03, DIRECTOR OF SPORTS MEDIA During the 2024 season, a new tradition was created for the Trojan football program. Each year, during the preseason, the players are given their equipment for practice. As practice heads into games, the Trojan football uniform is not complete until the helmet stickers are added. Always trying to enhance the depth of the experience of high school football, Head Coach Matt Morrison decided to make an event around the decaling of helmets, thus came “Decals with Dads.” On the Wednesday night before the first game of the season, all dads are invited to the team dinner in the TVS Cafeteria to share a moment with their children. “I’m not sure exactly where I first saw or heard about the concept,” says Coach Morrison, “but I felt like giving the kids and their dads an evening to have a real conversation where they could learn more about each other from the other’s perspective was in complete alignment with our mission and values as a program.” Having played for his father in high school at Francis-Parker in San Diego (Coach John Morrison), then coaching with him for 11 years, the younger Coach Morrison recognized how lucky he was to share such fond memories with his dad. He recognized the impact of players and their parents connecting through the football program. “Each year, I select different questions for the kids and parents to ask each other as they get their different stickers,” continues Coach Morrison. Middle School Spanish teacher Daniel Audi, who has two sons on the football team, agrees. “Face time with my sons ( Josiah ’27 and Andrew ’28) is vital and invaluable, but it doesn’t happen without intentionality. That’s why I appreciate the Decals with Dad tradition. The simple act of sitting shoulder to shoulder with my sons and putting stickers on a helmet is an intentional act of connection, one I’ll always value and cherish,” exclaims Audi. While a deeper connection with their own families was being built in the football program, a different connection between TVS and another SPC school was being formed this fall athletic season.

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SPC RECAP Over the weekend of November 6-8, Trinity Valley cross country, boys’ and girls’ volleyball, and field hockey traveled to the greater Houston area to compete in the 2025 Fall SPC Championships. The Trojans showed well throughout the tournament with 3rd-place finishes in boys’ volleyball, girls’ volleyball, and football, and 4th- and 6th-place finishes in cross country. The trip was highlighted by the third straight SPC 3A championship by Trojan field hockey, who defeated Casady 3-1 in the championship game on Saturday.

In February of 2025, tragedy struck the Holland Hall (Tulsa, OK) community as two students were killed in a car accident. Claire Esmond and Mollie Buffington were both part of the Dutch field hockey program, a proud program that has won several SPC championships in its history. Recognizing a moment to show that sports are bigger than the games we play, Coach Claire Pearce rallied the TVS field hockey team to reach out in support of the Holland Hall community. The two programs became connected this season. The girls on each team would encourage each other through social media, sharing messages, stories, and dances on several of the modern social media apps. On September 25, the Dutch were scheduled to play at the North Field on the TVS campus. The Trojans had signs, hair ribbons with Claire and Mollie’s former numbers (#9 and #10), and decals on their sticks with “We play for MB and CE” honoring Claire and Mollie. Two dozen white roses were given from our families to theirs as a sign of love and respect for their loss. During the pregame National Anthem, the two teams stood together, intertwined, in a moment that was recognized as a binding of the two communities. After the game, the two teams shared a pizza party that quickly turned into a dance party. It was a moment of joy between two communities, connected by the sport they love and grateful for the chance to play it.

Boys’ volleyball had one of the biggest victories in the tournament, knocking out 2-seeded St. Mark’s in the second round, keeping St. Mark’s from what would have been their 19th straight semi-final appearance. The boys would fall to last year’s champion EHS in four games before defeating AWTY in a five-set match on AWTY’s home floor, good enough for a 3rd-place finish for the Trojans. Girls’ volleyball came out hot with a three-game sweep of AWTY. On Friday, the girls fell in five to John Cooper but finished off the season strong with another three-game sweep of St. Andrew’s to finish in 3rd place. Cross country saw a 4th-place finish by the girls and a 6thplace finish for the boys. Field hockey started out the tournament scoring 10-0 on their first two opponents, Oakridge and EHS, before meeting Casady (again) in the Championship match. After a Claire McKnight goal, the Trojans and Cyclones were tied 1-1 at the half, but second-half goals by Grace Cantey and Charlotte Goldman pushed the Trojans to a 3-1 victory over Casady, their third in a row! The experience was even more meaningful thanks to several football players and members of the cheer squad who traveled to Houston to support their fellow studentathletes. Their presence was a standout example of the cross-team support and camaraderie that make the SPC Tournament such a memorable event!

In a year that saw the field hockey team complete their SPC 3A Championship three-peat, Coach Pearce reveals that this moment was the highlight of their season. “New friendships were kindled, amazing memories were made, and both teams came away with a proud sense of togetherness. In years to come, the outcome of the game won’t be remembered, but this moment together will.” TRINITY VALLEY SCHOOL

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CULTIVATING CHARACTER AND LEADERSHIP IN LOWER SCHOOL JULIE KNUDSEN, HEAD OF LOWER SCHOOL At Trinity Valley School, we are especially proud of our commitment to raising people of great character, not through passive instruction, but through intentional action woven into the fabric of daily learning. Yet we understand that character development, through the study of key traits such as kindness, resilience, and courage, is only the foundation. This work extends to the development of dynamic leaders who will embody the strength to act with purpose, the empathy to

lead with heart, and the confidence to embrace every small moment as an opportunity. Lower School, represents the earliest, most formative steps in a child’s education. Plato reminds us that “the beginning is the most important work,” and we take this truth to heart with profound responsibility. From Pre-Kindergarten through fourth grade, we do not simply teach about leadership, we create purposeful opportunities for our youngest Trojans to practice, to stumble, to grow, and to discover their own capacity to lead with both competence and compassion. Through each of these meaningful experiences, Lower School students learn that leadership is not about authority or recognition; it is instead about responsibility, service, empathy, and a willingness to help others. “The beginning is the most important work,” and we are building more than an academic foundation. At Trinity Valley School, we are cultivating the character, competence, and compassion that will empower our students to lead lives of purpose and integrity, to impact their communities and world in meaningful ways, and to understand that great leadership begins and ends with heart.

Cultivating Leadership Through Responsibility: Where Purpose Takes Root

Leadership begins with ownership. In pre-kindergarten, our four- and five-year olds step into roles that matter: pledge leader, calendar helper, greeter, lunch helper, and more. These are carefully designed opportunities to build agency and purpose. Watch a Pre-K student lead the Lower School Pledge, standing a little taller, voice a little stronger, and you witness the growth of confidence. Through our classroom roles, children learn that their contributions matter, their classmates depend on them, and they are capable of more than they may have imagined. Each successful completion of a classroom duty becomes a building block of self-efficacy. By entrusting our youngest students with these meaningful roles, we communicate a powerful message: You are important. Your actions shape our community. We believe in you.

LOWER SCHOOL PLEDGE I make good choices every day. I maximize my potential in every way. With respect and care, I treat others right. I am a proud Trojan! Go blue and white!

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Building Confidence Through Voice: The Courage to Be Seen and Heard

Leadership requires the courage to stand before others and speak with conviction. Beginning in kindergarten, every student takes the stage with a speaking role in his or her annual grade-level production. Through their carefully delivered lines, students learn what it means to project not just their voice, but their presence. They discover that being seen empowers them. This practice extends beyond the stage. Kindergarteners present show-and-tell to their peers and introduce special guests during Grandparents’ Day, learning to honor both their own voice and the attention of their audience. First graders memorize and recite a poem each month, adding their own creative flourish with props or gestures. By year’s end, these young children stand before a classroom of parents, reciting their poems with poise and confidence.

Acting as Role Models: Leadership as Service

Many powerful leadership practices happen not in grand gestures, but in the quiet, consistent choices our students make even when no one is watching. This year, Mrs. Zabriskie's second-grade students returned to Mrs. Pierce's kindergarten class as mentors – reading aloud, teaching math games, and serving as an exemplary audience while the younger students shared their work. They learned firsthand what it means to lead by example and to lift others up. Even more telling are the unscripted moments: a student spotting trash and picking it up without being asked, rushing to comfort an upset friend, or holding the door for someone approaching with full arms. These acts of awareness and helpfulness are not done for recognition; they demonstrate the understanding that leadership means knowing what needs to be done and doing it.

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Developing Empathy: The Heart of Leadership

To lead with heart, one must first learn to feel with others: to step into their shoes and to honor their stories. In third grade, our teachers guide students through carefully selected novels that serve as windows into diverse experiences and as mirrors reflecting relatable emotions. Through stories like Ways to Make Sunshine, The Miraculous Journey of Edward Tulane, Small Steps, and A Paradise Called Texas, students encounter characters facing hardship, loss, hope, and resilience. These stories spark meaningful conversations where our students engage in perspective-taking and emotional connection. From these literary journeys, students expand their capacity for empathy and compassion.

Leadership in Practice: Lessons in Action

Benjamin Franklin wisely said, “Tell me and I forget, teach me and I may remember, involve me and I learn.” True leadership is forged not by conversation but through action and rehearsal. In their final year of Lower School, fourth graders are ready to synthesize everything they have learned about responsibility, communication, empathy, and service into authentic leadership practice. Fourth graders do not just learn about civic responsibility – they live it. They raise and lower our flags each day with solemnity and honor. They collect recycling across campus, understanding that stewardship of our environment is leadership in action. They take pride in their purposeful contributions to the community they love. Perhaps more significantly, fourth graders lead Lower School assemblies through nine teams: Speakers, Technology, Assembly Prep, Spirit Squad, Birthday Hype, Patriotic Song Leaders, Assistant Teachers, Ushers, and Greeters. Each role requires planning, preparation, practice, and execution, and every fourth grader has a part to play. At the conclusion of each assembly, students consider what went well, what they learned, and what they might do differently next time. This thoughtful reflection deepens their learning and refines crucial leadership skills they have put into practice.

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PAST TRUSTEES' RECEPTION PAST TRUSTEES' RECEPTION WITH BEN COURCHESNE WITH BEN COURCHESNE RIVER CREST COUNTRY CLUB RIVER CREST COUNTRY CLUB

1. Carole Borg, Ben Courchesne, Sharon LeMond, Kathy Kyle, and Howard Borg 2. Katie and Mark Kalpakis with Amar Tanna ‘99 3. Sharon LeMond and Laura Miller 4. Leann Adams and Cindy Kypreos 5. Geeth Chettiar with Tara and Greg Bibb 6. Howard Katz and Amy Adkins 7. Audrey Courchesne 8. Ben Courchesne 9. Annette Blaschke and Joe Gallagher ’85 10. Jineen and Mike Bessire

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BEYOND THE TRAIL LEADERSHIP, CONNECTION, AND COURAGE IN TOE SZALAN ELLIS, DIRECTOR OF EXPERIENTIAL EDUCATION At the heart of our TOE program are the student leaders, students who choose to step up not for recognition, but for the impact they can have on younger Trojans. In turn, they learn about themselves as well. Leadership in TOE is not just about giving directions, organizing activities, or helping kids work through small disagreements. It is about connection. When our student leaders guide younger students on the trail, calm nerves on the rock wall, or lead B.A.S.E. Camp, they are a part of something much larger than themselves: a culture built on empathy, courage, and perseverance. The most powerful aspect of being a student leader is how far that impact extends. While these leaders are teaching younger students about responsibility, confidence, and teamwork, they are also modeling those same traits for their peers and as a result, discovering more about themselves in the process. We often tell parents that serving as a student leader is one of the most authentic ways to experience leadership. Every day on a TOE trip, these students are faced with small but meaningful decisions like how to encourage a hesitant camper, when to step in to solve a disagreement, or how to keep a group motivated when its members are tired. A teacher is always nearby for support, but the student leader is given the space to navigate these

moments on his or her own. In doing so, that leader learns to guide others through problem-solving in the same thoughtful way they support the younger students. When people work through challenges together, they form bonds and a sense of appreciation that is hard to duplicate anywhere else. That might mean getting into a kayak despite a fear of water, climbing a rock wall with shaky legs, or skipping a rock for the first time because a student leader took the time to teach you. The younger students never forget the leaders who made an impact on them, and the leaders never forget the friendships they built with both the younger students and their peers while working through challenges together. TOE gives our students a unique opportunity to lead with heart, and as they do this, they build with purpose, shaping not only the program and the younger students, but also themselves. To better understand their experience, I asked a few of our student leaders to reflect on their journey. I asked them: What made you want to be a student leader in TOE, what has been the most rewarding or memorable part of being a leader, and what makes being a student leader meaning ful to you? Their responses are reminders that leadership, at its core, begins with heart.

“My most vivid memory of being a student leader was when I was a sophomore and led the 7th-grade trip to Enchanted Rock. We split the groups into boys and girls, so I had a group of girls. I loved seeing the 7th graders around school afterward. A bunch of those girls ended up playing field hockey when they got to high school. It was nice to be able to talk to their parents and give them rides to and from practice. My favorite part about not just being a student leader, but being a Trinity Valley student, is the community connections you are able to build across all grade levels.” ELLEN JACOBS ’14, Assistant Director of TOE

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WHAT MADE YOU WANT TO BE A STUDENT LEADER IN TOE?

WHAT HAS BEEN THE MOST REWARDING OR MEMORABLE PART OF BEING A LEADER?

I wanted to impact the upcoming Trojans and be able to make connections with students in grades below me.

Watching the kids try something new and seeing the pride that they have themselves when they do it.

JJ REGAN, SOPHOMORE

NATALIE STRAUSZ, SOPHOMORE

I’ve enjoyed going on TOE trips since

...Being able to spend time with other

I was in kindergarten, and I really wanted to see the younger Trojans make those memories and have those experiences. LILY BRODSGAARD, FRESHMAN

grades and practice being a good role-model for younger grades. It is an important reminder that the attention you give to others goes a long way. EDY CLINE, SENIOR

When I went on TOE trips in Lower School I didn't know how to approach and talk to the student leaders because I didn't want them to think that I was annoying. Come Middle School, I regretted not getting to know the student leaders. Now, as a leader, I don't wait for the kids to reach out; I

Making new friends with other student leaders over the course of a trip. JAYDEN CHANDLER, SOPHOMORE

WHAT MAKES BEING A STUDENT LEADER MEANINGFUL TO YOU?

reach out to them first. That way, no kid will feel left out and like they don't have an upperclassman to look up to. VIVIAN BRITTON, SOPHOMORE I love the outdoors and being with the kids. I find being a TOE leader really impacts the students and being a role model is very cool. I also love camping and exploring the unpredictable yet very fun. ALLI ZAVALETA, SENIOR I wasn't really sure about what TOE was and wanted to get a feel so I signed up as a leader and I am so glad I did because it was a fun experience and I was able to build friendships with the other leaders.

The phoneless time to be outside and grow your leadership skills is important and I’m grateful for the opportunity. It is also great getting to contribute to the younger kids having a great trip. WILLIAM LYNCH, JUNIOR I think it's so meaningful because we have the opportunity to step in as someone the younger kids look up to. I remember TOW trips from when I was younger, and the student leaders were always a highlight. I feel grateful that I have an opportunity to do that for someone else. KADEN KAHUDA, SOPHOMORE

KERRIAN KWOFIE, SOPHOMORE

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MEMORIES OF A LIFETIME STUDENTS SHARE THEIR GLOBAL EXPERIENCES HILLARY RELYEA, UPPER SCHOOL HISTORY TEACHER & INTERIM GLOBAL TRAVEL EXCHANGE COORDINATOR

“Every night in Australia, I’d run to the beach and watch the sunset. It became my daily routine that allowed me to slow down and enjoy the beauty of Australia. Watching the sky change colors reminded me of how lucky I was to be there, appreciate the rare moment of peace, and reflect on the friends I had made.” DECLAN SMITH, Class of 2027 (Australia Exchange)

“A memorable moment for me during my time in Japan was when our group left Nagaoka and headed to Tokyo. That evening, after we arrived, everyone was deciding what to do, and we eventually agreed to go sing karaoke, something Japan is famous for. By that point in the trip, everyone had grown close to one another. At karaoke, we were placed in a private room, and the atmosphere was lively and full of energy. Groups took turns singing while the rest of us joined in, laughing and cheering each other on. It’s a memory I’ll always hold dear.” MACKENZIE CRAIN, Class of 2027 ( Japan Sister Cities Trip)

“During our exchange with students from National Pingtung Senior High School in Taiwan, one of my most memorable experiences was connecting with my host, Eric, over our shared love of baseball. Even though we came from different cultures – and didn't even fully speak the same language – talking about our favorite teams and players showed me how something as simple as a shared passion can connect people around the world.” NATE HACKWORTH, Class of 2027 30

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“A memorable moment from my Japan trip was watching the Nagaoka Fireworks. They were spectacular, and I went to enjoy them with my host family and their friend. In that moment, I felt like I was part of their family and their tradition. It was a beautiful reminder of how kindness and connection can cross cultures and make you feel at home anywhere in the world. "Through this trip, I learned that I have a deep connection and love for traveling and seeing the world. It opened my eyes to the beautiful world around me. Experiencing another culture helped me realize the importance of openness and empathy; these values will guide and lead me in the future." KAYLEE CRAIN, Class of 2027 ( Japan Sister Cities Trip Harushin Scholar)

“ One of the most memorable moments from my trip to China and Taiwan was climbing the steps of the Great Wall of China. This was already a momentous occasion because, well, it is the Great Wall of China, but what truly made it stand out was the connection I formed with my classmates that day. People bond through shared challenges, and climbing hundreds of steep stone steps together was definitely a shared challenge. What I remember just as clearly as reaching the top and looking out over the beautiful Chinese countryside, were the jokes we made on the way up, debating if we were ever going to make it.” ELANEY LEECH, Class of 2027 D (China/Taiwan)

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HOMECOMING

VS. THE OAKRIDGE OWLS | 10.10.2025

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MICHAEL CARLSON ‘03, DIRECTOR OF SPORTS MEDIA

HONORING TVS SPIRIT: THE TROJAN BOOSTER CLUB 34

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the funds to rent the dunk tank and the inflatable “The mission of the TVS Athletic Department is to obstacle course for the Lower School kids to enjoy at inspire extraordinary students to become competent, the May 2025 Trojan Day. In 2023, Trojan Booster competitive, character-based athletes.” This statement Club provided the LED video scorers' tables for both can be found on the Trinity Valley School website. Our the South and North Gyms, just in time to host the Fall coaches and administrators believe in the power of sports SPC tournament. The video boards have allowed for to create meaningful opportunities for every student. a next-level gameday atmosphere for our volleyball and This, of course, includes all the hands-on activity that basketball athletes as well as provided new possibilities goes into the day-to-day interaction between our coaches to market our School to visitors. The Booster Club was and student athletes: practices, preparation, games, instrumental in providing cold tubs for all of our athletes tournaments, travel, and more. As Trinity Valley School to help with the recovery process, and while all these items continues to grow and evolve, the Athletic Department have made a significant, tangible impact on our is charged with finding new ways to engage our athletes, athletics and PE departments, the events have made the whether through new training techniques, recovery, most important effect on performance gear, or even the TVS community. gameday additions like "There is just something special about the video scorers' tables The Clay Shoot is in the gyms. While our Trojan Spirit, and it is nowhere more the first fundraising community has always evident than on Friday nights in the fall.” opportunity of the been supportive of TVS school year for the TBC. Athletics, the Trojan Held in September, Booster Club (TBC) has the Shoot provides a been the backbone of the chance to gather the Department, helping to Trojan network in a fun, advance the TVS mission competitive setting that by funding and supporting is also a little bit different a range of initiatives than a typical fundraiser. that excite and inspire “Those who planned our athletes. and attended the Shoot Purpose. According to Trojan Booster Club VicePresident Jerry St. Peter, the purpose of the Club is to support and promote all sports and physical education programs and to develop a sense of School spirit and tradition at Trinity Valley School. “We love the word ‘purpose,’” exclaims St. Peter. “Without a purpose, we believe an organization lacks conviction and fortitude. TBC leadership believes we should invest financial resources [throughout] K-12 and deliver predominantly on the ‘wants’ of coaches and administrators, as the ‘needs’ are traditionally covered by the School. Basically, we fill in the gaps and try to bring the fun!” Fun and community. Trojan Booster Club is good on its word about providing for the entire TVS family. The inaugural Trojan Day, spearheaded by PE director Val Underwood with the intent of revamping TVS Field Day, served as a prime example as TBC provided

in past years were loyal and participated yearly, but Will and Rachael Churchill, our Clay Shoot Chairs, were the catalysts to escalate it to another level,” explains St. Peter. “They had a vision to secure extensive corporate sponsors and recruit more participants, and they came up with the idea to add the element of an afterparty with Heim BBQ, live music, and Fort Brewery libations.”

Joe Regan, president of the Booster Club, adds, “Since Jerry was the head of events and fundraising, he worked closely with the Churchills and suggested we consider adding a silent and live auction, which tend to be BIG generators of revenue for any support-driven occasion.” Last year, the Clay Shoot raised more than $500,000, including an incredibly generous gift of $250,000 from the Churchill family. This money went towards the building of House of Troy, the brand-new Trojan Spirit Store unveiled at Homecoming in October, as well as safety nets

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around the practice fields for lacrosse and a locker room refresh, among other things. This year a Mahjong Tournament was added, providing another unique angle to the Clay Shoot. When all was done, this year’s Clay Shoot raised more than $400,000, bringing the two-year total to approximately $830,000 after expenses! With the amount of momentum generated by the Clay Shoot, there was still a desire for more community engagement and fun. This birthed the idea for a spring event, the Bowling Bash. The Bowling Bash/Spring Fling Fundraiser was designed to be family-focused and fun. With corporate sponsors, a raffle, and an auction for varsity football parking spots, the Bowling Bash secured $32,000 net profit to help top off the locker room refresh that was completed over the summer. Keeping its “purpose” in mind, along with the goal of providing a positive atmosphere of connection and reinvesting in the School, the Booster Club went the extra mile this football season by hosting cookouts every home game that were free to all who attended. Using funds from other projects, the TBC purchased three blackstone grills in order to provide for the event. Along with donations from Ben E. Keith, Deen Meat & Cooked Foods, Standard Meat, and Crestwood Foods, the TBC served around 2,000 guests during the fourgame home football season. St. Peter remarks, “It seems a given that football games involve the most families and student athletes at all levels for football, cheerleading, and drumline. There is just something special about Trojan Spirit, and it is nowhere more evident than on Friday nights in the fall.” The Trojan Booster Club is a non-profit and therefore starts and ends every year with $0. The funds raised are spent and invested back into Trinity Valley. TBC members and volunteers do more than just fundraise, however. They stock and run concessions, help outfit the House of Troy, and bring fresh ideas to advance Trojan Athletics and physical education. The membership drive starts in early August each school year with the Back-to-School Fair as a catalyst, but anyone can join at any time! Regan says, “One of our top goals moving forward, particularly as we head into the 2026-27 school year, is to increase Lower School memberships. We believe that our Lower School families will be the biggest beneficiaries of the investments that the Club makes, as those initiatives feed our future athletes.” 36

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SCOUTING THE INTANGIBLES STEVI SCHUKNECHT, DIRECTOR OF COLLEGE COUNSELING As I write this, I am on an airplane (row 24, window seat) on my way home from a three-day visit to Northampton, Massachusetts. The fall leaves were in full color, and the weather was in the 60s each day while I was there, making it the idyllic New England getaway ... except, I was not there to get away. I was there to visit The Five Colleges: Amherst College, Hampshire College, Mount Holyoke College, Smith College, and University of Massachusetts-Amherst (UMass). With a small group of counselors from around the country, I was invited to fly in, stay in the historic Hotel Northampton, and spend a few days learning about academic programs, student life, and the admissions process at each location,

"In the past year alone, the TVS College Counseling team has visited more than

there are no shortcuts. While there is an array of valuable search tools, print resources, published college lists, and even AI to consult as students build their college lists, there is no video tour or online summary that can fully capture the culture and context of a place. My student tour guide at Smith yesterday recalled her own college tours, saying she visited each institution on her college list for a “vibe check” to make sure she could see herself there. I may put it differently, but her words succinctly capture the intangible understanding of a college community that cannot be learned adequately any other way. While walking a campus, one seems to magically collect images and impressions that combine to portray the heart of a place. These moments might include seeing where and how students study; noting whether students are smiling and talking while they walk, or strolling with their earbuds in; hearing

50 campuses, each time building an experiential knowledge of a place that informs our work. And, for this type of knowledge, there are no shortcuts." while experiencing firsthand what life on each campus looks like for an undergraduate. While it means a few days out of the office at TVS, setting foot on a campus myself pays back in countless ways as I counsel students and families. Visiting college campuses is something that is not just worth the time away but is central to my work as a college counselor. In the past year alone, the TVS College Counseling team has visited more than 50 campuses, each time building an experiential knowledge of a place that informs our work. And, for this type of knowledge,

Visiting with Class of 2024 grad Emerson Smith at UMass Amherst!

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Top: We made it out to Lubbock, Texas to visit Texas Tech University! Wreck ‘em Tech! Bottom: A visit to the University of Miami in January 2025.

We learn about what is immediately off campus and how students tend to interact with the surrounding neighborhoods. Do students venture off campus regularly and share the concerns of the community’s residents? How does the town or city embrace the students? Are the students actively shaping their community? These things will not necessarily appear anywhere on a website, but the answers to these questions and the moments we observe tell stories about the heart of a place that we seek to understand. This type of experiential knowledge is how we all innately understand Trinity Valley. I have often heard sentiments like, “It’s the sense of community that is so special,” or “the students are open-minded and kind” or, often from college representatives, “TVS students are just so curious and interesting.” These are elements of our campus identity that words on a page cannot quite quantify, but we would all naturally identify a student who might fit at TVS, as we all understand the heart of the place. In the same way, by seeking to understand the “heart” or “vibe” of the campuses we visit, we learn the intangibles that allow us to identify places that may resonate with individual students. It’s this type of learning – getting to

"... by seeking to understand the “heart” or “vibe” of the campuses we visit, we learn the intangibles that allow us to identify places that may resonate with individual students." the heart of a place – that allows us to move quickly past the transactional pieces of a college search process and get to the deeper elements of fit and purpose.

the music (or lack thereof) throughout campus; noticing what the students are wearing, carrying, and eating (did you know that students at UMass consume more than 4,000 sushi rolls each day?); observing the relationships between dining staff and students; the feel of the library; the way things are organized – or not – in the science labs; manifestations of political activism; and spotting what I like to call evidence of students, like handmade signs around campus, decorations in residence halls, and student work hung up in the form of research posters, production posters, or artwork, just to name a few. 38

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A college may check every box on paper: excellent academic program in a desired course of study; specific clubs and organizations; and even ideal location, size, and cost, making it seemingly a perfect fit. But more often than not, when students return from a college visit trip, they find that they did not like one place as well as they expected, or another rose quickly to the top of their list after walking the campus. While our own experiences certainly cannot predict with total precision how students may react on their own visits, we aim to become experts that can draw connections between colleges based not on their facts alone, but on their hearts.

Clockwise from top left: Zina Wormley toured Wake Forest University and visited with alum Alan Lin ’24, now a sophomore at Wake. Natalie Timson visiting The University of Iowa. Zina Wormley being welcomed to Washington University in St. Louis by university admissions staff! The entire College Counseling team toured the University of Houston during an annual conference trip. On campus at UCLA in September 2024.

Before this trip, I would not have been able to articulate the differences between the students who fit at Smith College and Mount Holyoke College. Indeed, on paper, there are plenty of similarities: both are women’s colleges founded within a few decades of each other only a few miles apart, both have excellent academic reputations, and the student bodies are almost identical in size. But after visiting this week, I can now describe the ways the student bodies and opportunities differ and as such, perhaps identify the student who might appreciate either one. After seeing them, I suspect it would be a rare young woman who would fall in love with both, as they are starkly different. And while there are certainly pragmatic and practical pieces of the college admission process for every student, our work goes beyond managing deadlines and paperwork for students or consulting in regard to test preparation. Our work is far deeper and more nuanced. After all, a Trinity Valley experience should be rich and challenging: an undertaking that goes beyond earning grades, accumulating credits, and pursuing a diploma. All educators at TVS endeavor to create experiences that cause students to reflect, become grounded in their values, and become purposeful leaders. The college search and admission process should be as thoughtful and intentional as any work students do at Trinity Valley. A successful process is one where a student can crystallize and verbalize his or her own priorities and hopes for future education. This happens through students identifying what resonates with them – or not – as they visit colleges, reflecting on their learning styles and goals, and pinpointing the tangible and intangible aspects of a context where they will thrive. As they do, they begin to articulate the ways they will contribute to a community and the growth they hope to achieve while on their future campus. They become ready

to leave TVS with purpose and confidence. Often, this process translates to more clarity about their college list, as well as better-formed college applications. An application where a student’s heart and purpose shine through is a powerful one, especially when read by a college that fits that student. TVS College Counselors go far and wide seeking deeper understanding of colleges and the people who call them home. As we work daily with students, we endeavor to be experienced guides who lead with heart as much as we lead with information. There is no shortcut to gaining the type of experiential knowledge this requires, so next time you receive our “out of office” email, remember we are wearing out our shoes and our powers of observation on a campus somewhere doing an all-important “vibe check.” TRINITY VALLEY SCHOOL

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FROM THE VALLEY TO THE RIVER:

HOW A TVS ALUMNA STAYED RESILIENT DURING THE FLOODS IN THE TEXAS HILL COUNTRY ASHLEY MCCOLLUM, COMMUNICATIONS MANAGER

A Trinity Valley School alumnus reflects on how her education and values prepared her to lead during one of Camp Mystic’s most challenging summers — when the river rose and resilience became her compass. Before she was a Trinity Valley Trojan, Caroline Cutrona ʼ20 was a Camp Mystic Kiowa. When she first packed her trunk for Camp Mystic as a bright-eyed rising third grader, she had no idea the place would become her second home. Eleven summers later – seven as a camper and four as a counselor – those winding roads by the Guadalupe River would teach her not only how to tie a friendship bracelet or lead a cabin, but also how to stand firm when the waters rise, both literally and figuratively. Caroline’s early summers at Mystic were marked by excitement and anticipation. The days leading up to camp were full of the familiar rituals of packing, planning, and imagining the reunion with friends she had grown up

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alongside. Each summer, she returned to the same circle of girls, building a sense of sisterhood and continuity that few experiences could replicate. A month at camp felt like a lifetime of growth. By the time she left each summer, she could see the changes in herself—more confident, more independent, more ready for the world beyond the riverbanks. Her journey from camper to counselor felt like a natural progression. Studying early childhood education at Texas Christian University, she understood the importance of nurturing curiosity, healthy risk-taking, and joy in young

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minds. And what better way to provide that for the next generation of young girls than as a Camp Mystic counselor during her college years. Though most counselors finished after their third summer, she decided to come back one last time as she was planning to move abroad for a year, although those plans later fell through. “Mystic”, she said, “always felt like home to me.” Her years at Trinity Valley School had also shaped her leadership— instilling in her the courage to try new things, make mistakes, and grow from them. “TVS taught me to be open-minded,” she reflected. “To soak in every opportunity.” The evening of July 3rd, 2025, Caroline did a devotion with her campers – girls just entering fourth grade – about choosing joy even on hard days. The lesson would prove prophetic.

Caroline Cutrona ’20 grew up spending each summer at Camp Mystic.

The rains arrived overnight. At first, things seemed harmless; just another Texas thunderstorm, although maybe a little louder and stronger than normal. But at 4:00 am the power went out, and Caroline's cabin became eerily quiet as all the fans and noise makers stopped. Through her window, Caroline and her co-counselors could see activity happening at James Hall, the cafeteria, but they assumed it was the maintenance crew trying to restore power. When the sun came up, the destruction was now visible to them. Brown water was rushing everywhere, camp equipment such as lifeguard stands had been swept away, and the waterfront area had been destroyed.

“It’s not about going around the difficult things or avoiding them, it’s about going through them.” Caroline and her co-counselors gathered the girls, making breakfast in the cabin and turning packing into a game to keep spirits high. Around lunchtime, they heard helicopters circling overhead, and that is about the time when the camp director gathered the counselors. Her voice broke as she said, “What happened last night was catastrophic. There are over twenty missing campers, including [camp owner] Dick Eastland.” The counselors stood in stunned silence, clutching each other, unsure what to do except pray. Through the uncertainty, Caroline leaned into her faith and the Trinity Valley motto: per aspera ad astra “through difficulty to the stars.” It became her anchor. “It’s not about going around the difficult things or avoiding them,” she said. “It’s about going through them.” That evening, the girls in Caroline’s cabin were evacuated by game wardens in trucks. As they drove through the

main camp, the destruction came into full view; cars piled on top of each other and flipped over in the creek, cabins unrecognizable and washed away, a landscape transformed. “It was surreal,” she recalled. “That doesn't happen at camp because camp is the best place and the safest place.” In the aftermath, the community’s strength and support from others shone through. From Fort Worth to the far reaches of Colorado, she saw reminders such as ribbons tied to trees, messages of support and small acts of remembrance. “It was incredibly inspiring,” she said. “because it was an awful thing, and yet you can see the love that people are pouring out everywhere.” Looking back, she sees how both Camp Mystic and Trinity Valley prepared her to face the unpredictable. “We can push through difficult things and come out stronger,” she said. Her advice to current students is simple but profound: “Live your life to the fullest. Know what you believe in and why you’re fighting for it. Don’t be afraid of adversity, because going through it, you will change and grow for the better. Don't be afraid to try, fail, try again, fail again, and continue dreaming big.”

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TVS F I N E A R T S

REIMAGINED FROM REVIEW BY HISTORY TEACHER JAMES SCOTT, & EDITED BY MARCY ROTEN, ARTS DEPARTMENT CHAIR, & GENE SESSA, THEATER DIRECTOR

“HADESTOWN” AT TVS A MYTH REIMAGINED IN JAZZ AND SHADOWS Where the Gods Meet the Jazz Age The TVS production of Hadestown: Teen Edition resurrects the gods of Greek mythology in the smoky glamour of a 1920s speakeasy, where brass, bourbon, and destiny intertwine. At its center is Dalya “Jenna Ortega” Chandler as Hermes, a masterful narrator and club manager who moves through the story with the cool authority of Queen Latifah in Chicago. Dressed in formal, jewel-toned finery and radiating poise, Chandler captivates with both presence and pitch—her “train song” number a jazz-age echo of Johnny Cash’s “Wreck of the Old 97.” Her timing, her gestures, her very aura— everything screams star power. As silent film icon Lillian Gish once said, “She has got IT,” and Chandler most certainly does.

“She has got IT.” – Lillian Gish

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TVS F I N E A R T S

A Godfather in the Underworld If Chandler embodies charisma, Benjamin Walker’s Hades is the embodiment of cold command. Clad in a businesslike black suit, Walker channels the oppressive chill of a corporate titan—half Boris Karloff, half Henry Clay Frick. His portrayal transforms the underworld into a mechanized empire, a metaphor for power and property as haunting as it is relevant. Against the gloom, Addy Thomann’s Persephone bursts forth in technicolor—her voice rich and low like Mae West’s before ascending to trumpet-bright clarity. Her stage presence is magnetic, her vocals faultless; in a world of shadows, she is pure flame.

“A jazz-age descent into myth, music, and magic.” Love, Loss, and the Music Between The tragic romance of Orpheus and Eurydice, played by Julian Gerstle and Ava Golden, brings human warmth to the mythic chill. Gerstle’s Orpheus—equal parts dancer, dreamer, and Renaissance man— meets Golden’s Eurydice, whose clear, bell-like tones crescendo with the power of a young Ariana Grande. The chemistry between them grounds the story’s grandeur in heartbreaking simplicity. Especially impressive was Gerstle learning to play the guitar for this production.

Hovering around them are the ever-watchful Fates—Kate Batton, Mollie Manulik, and Marcy Everett—decked out as glittering Gatsby-era flappers. Their harmonies, tight as braided silk, serve as the musical conscience of the play, every note perfectly tuned even in mid-dance. TVS graduate Hope (Moon) Borowiak ’12 choreographed many intricate dance numbers which were not only beautiful to watch but also helped to tell the terrific tale. Under the skilled guidance of TVS Technical Theatre Director George Miller, Izzy Bachim designed an impressive set, and Dalya Chandler created lots of imaginative costumes. With a powerhouse chorus of returning TVS theater veterans, a live speakeasy band led by Daniel “Duke Ellington” Montgomery, and expert technical execution from Micah Price and Madeline Yorkston, Hadestown: Teen Edition at TVS transcends high school theater—it’s a professional-grade descent into jazz, myth, and revelation.

“With its brassy voices, lush harmonies, and chiaroscuro lighting, TVS’s Hadestown: Teen Edition doesn’t just retell a myth: it revives it.”

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TVS A U X I L I A R Y

BEYOND THE CLASSROOM: HOW DEDICATED STAFF CREATE MEANINGFUL EXPERIENCES MELISA GARCIA,DIRECTOR OF AUXILIARY PROGRAMS At Trinity Valley School, we proudly offer a wide variety of auxiliary programs for our families, including after-school enrichment, Xplore Summer programming, extended-day services, community engagement, and special collaborative programs with other departments and divisions across our School. You might wonder why these auxiliary programs are so important. They give students the chance to explore new interests outside the traditional classroom setting, whether art, science, sports, STEAM, and more on our campus. These programs enrich the educational experience by helping students gain new knowledge and skills while supporting families through safe, structured environments. This does not just benefit students and families; it also brings in essential revenue that helps keep Trinity Valley strong and thriving. Our programs are made possible through strong partnerships with dedicated faculty and staff, community organizations, and other School divisions. These instructors and staff inspire, guide, and open doors for students. During the summer of 2025, nearly 60 faculty members and coaches led our camps and classes, supported by more than 100 Middle and Upper School student volunteers serving as student counselors. Often, as a new season begins, we hear: “I have this idea for a class I would love to teach - what do you think?” At Trinity Valley, we love cultivating a wide range of interests and inspiring students to try something new. We meet, collaborate, and work together to make these ideas a reality. While much of the behind-the-scenes work is done by our department, it takes many committed individuals willing to share their knowledge, whether that’s building endurance for the Cowtown Marathon, teaching knitting or chess, or playing soccer with friends. It is this generosity and passion that make our programs so special. We warmly encourage all students to join us, explore their interests, and grow in our programs.

Top: Pauline Medlin relishes working with students throughout the year, building meaningful relationships and helping them fall in love with a new hobby or pastime. Middle: Alyson Zabriskie finds joy in working with students through the Xplore program, as it allows her to connect with children across multiple grade levels. She appreciates the opportunity to build meaningful relationships with them before they enter second grade, helping to create a smoother and more welcoming transition into her classroom. Bottom: Students enjoy learning to cook during the summer through Xplore Summer at TVS.

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FACULTY & STAFF APPRECIATION

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TVS U P P E R S C H O O L

“LEADING WITH HEART” IN UPPER SCHOOL ACADEMICS KYLE KAHUDA, HEAD OF UPPER SCHOOL

The impulse to distill every experience and perspective down to its most objective, usable core can be at odds with our best instincts and intentions as educators. While a good meme or hot take can be entertaining and evocative, reductionist thinking and the resulting generalities usually lack nuance and the recognition that people are complicated and many things can be true all at once. It follows that students (and often the adults that care about them most) can fall into the trap of believing that their grades and GPAs are a fully adequate representation of the quality of an experience, and even their own worth. This is the sort of realization that can keep our teachers up at night, as their abiding concern is to enlighten students to the complexity of the world and their potential within it. The Upper School faculty design and lead their courses with a single priority and resulting question front of mind: How can this course and the experience we enjoy together best equip our students to be compassionate, prepared leaders in a world that needs them desperately?

ENGLISH 1 | ADRIANE WHEAT AND CARRIE WYLIE We see ourselves as a safety net, here to support and guide students through their first year of Upper School. Our goal is to strengthen areas where skills may still be developing while fostering confidence and independence along the way. In our classroom, leadership is built through a culture of trust and growth, a space where students are encouraged to take risks, make mistakes, laugh at themselves, reflect, and self-correct. We believe that learning thrives in an environment that balances high expectations with

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compassion, and we are committed to helping each student discover his or her unique voice and potential. "I love English class because of the open discussions we have, and the freedom we have to talk. It is not a super strict, lecturing environment, which makes it very welcoming." – Hazel Rudner, Freshman "In Mrs. Wylie's class, we do a lot of fun and creative projects that make learning exciting. Recently, we’ve been learning about archetypes and reading plays, which has helped me understand stories and characters in a whole new way. Every lesson feels interesting and enjoyable because Mrs. Wylie makes sure we’re always involved and learning in fun ways. English class is one of the highlights of my day!" – Charlotte Lesok, Freshman "Mrs. Wheat is a teacher who has truly changed my life at TVS. Her class is always fun, but we still learn a lot and it’s very educational. Even when the topic isn’t the most interesting, she still finds a way to make it enjoyable." – Will Lewis, Freshman

PUBLIC LANDS AND POLICY ELLEN JACOBS '14

In Public Lands and Policy, we talk a great deal about what it means to lead with compassion, especially when decisions about land impact so many different people. Students get to dig into real-world issues and hear from multiple sides: Indigenous communities, local folks, outdoor lovers, and conservation groups. This is not about picking one “right” answer, but learning how to listen, ask good questions, and think critically. When students understand how policy works, they start to see how their voices can actually

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Top: Charlotte Lesok, English Teacher Carrie Wylie, and Elanor Blumenfeld. English Teacher Adriane Wheat. Bottom: Public Lands Teacher and Assistant Director of TOE Ellen Jacobs ’14 with her class.

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shape what happens, and that is powerful. My goal is for them is to walk away feeling like thoughtful leadership is something they are already capable of. "This class is so fun to be a part of. We learn how to have debates and write memos, and we learn about water rights and land preservation. This class is making me become a better leader by teaching me to speak up when I see something wrong and that my voice counts and can be heard by various people." – JJ Regan, Sophmore

AP STATISTICS | FRANK GIDWANI Statistics teaches leaders to look beyond anecdotes and personal biases by analyzing real patterns in data. Compassionate leaders use this mindset to understand the experiences of others more fully — for example, by looking at employee surveys, community outcomes, or equity data. Instead of judging individuals, they learn to ask, “What’s the story behind this data?” which nurtures empathy and curiosity rather than blame. A key trait of compassionate leadership is fairness. Statistics trains leaders to rely on evidence-based reasoning instead of assumptions or favoritism. They can identify who might be underrepresented, underserved, or disproportionately affected by a decision. "Taking stats has helped me see that there’s usually more going on than what it looks like at first. I’ve

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learned to slow down and think about what the numbers are really showing. To me, being a fair and caring leader means using data to understand people better and not just going with what seems obvious." – Nicholas Watkins, Senior "I think good leaders look at data to understand what people are really experiencing, not just what they see on the surface. For example, surveys might show that some team members feel left out, even if things seem fine. Good leaders should ask, “Why is this happening?” instead of placing blame. Good leaders make fairer, more caring decisions based on real needs." – John Li, Sophmore "Before starting my community project to support those with dementia and their caregivers, I didn’t want to assume what challenges they faced. I decided to send out a survey asking open-ended questions about their experiences and what kind of support they’d like to have in our community. Their responses revealed challenges I had never thought about and helped me focus my efforts on alleviating these concerns. Statistics encourages us to look beyond our own perceptions and get feedback from our population of interest. With the data I gathered, I was able to tailor my work to the areas where it was most necessary. It helped me become a compassionate leader and learn the stories behind the data I received, as well as helped me to better understand the experiences of those I surveyed better." – Thrisha Sukesh, Junior

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Opposite page left to right: AP Statistics Teacher Frank Gidwani. Spanish Teacher Roberto Casanova. This page: Art Teacher Janet Chaffee with Ashton Green.

SPANISH 2 | ROBERTO CASANOVA The Spanish 2 course contributes to compassionate leadership by helping students develop empathy and cultural awareness through language learning. By engaging with diverse perspectives, traditions, and ways of expressing ideas, students learn to appreciate others’ experiences and communicate respectfully across differences. These skills foster understanding, inclusion, and the ability to lead with compassion in a global community. "The experiences in the class of AP Spanish Literature and Culture with peers and teachers alike encourage students to step out of their comfort zone and see the language in a new light. These moments come with some mistakes as they should, and therefore require and induce leadership from all students to maintain a safe space in the classroom that also ensures the highest level of learning occurs." – Nathan Charette, Senior

and others think, feel, and share within the framework of visual language. Artmaking is a dynamic form of expression that strengthens individuation, inviting students to approach communication with sincere curiosity, healthy critical thinking, empathy, and compassion. Learning to give voice to personal ideas through artmaking encourages multiple perspectives and empowers students to live well in community.

"Through analyzing Spanish literature as far back as the Medieval era, we see the perspectives of colonizers, those in war, and the perspectives of women in the Renaissance, and much more. Learning about these experiences and ideologies allows us to draw our own conclusions about how we want to contribute to our communities." – Olivia Carey, Senior

"Senior Portfolio is about expression. I signed up for this class so I could express my thoughts, feelings, and emotions through different media. I’ve always had a passion for art, and I knew I wanted to take it a step forward and branch out creatively, hoping to step out of my comfort zone with different mediums and discover what I enjoy most." – Emily Buhman, Senior

"AP Spanish Literature and Culture contribute to compassionate leadership because in class despite not being fully correct with language, everyone is supportive and helps each other to understand the language. Also, working with older texts in class, we must push to try and understand harder things which we must try and help and lead each other with compassion first. Lastly, whenever, we joke around in class, we learn from each other and how to make playful jokes within the class that do not effect anyone." – Eli Trivedi, Senior

"For me, Senior Portfolio represents a step into my artistic journey and identity. Being able to help lead our class with guided direction is not only a unique experience but also one that helps me learn so much about myself. This class has helped, and will continue to help, me discover my strengths and my identity as an artist." – Claire Kauffman, Senior

SENIOR PORTFOLIO | JANET CHAFFEE This class is a culmination of three consecutive years of studying visual arts. Students are learning to see how they

"In Senior Portfolio, we have much more independence as artists; we come up with our own proposals and drawing ideas and take the lead on each project. Since we share the period with the Art III class, we also need to set a good example and act as leaders and role models for them.." – Fiona She, Senior

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TVS F I N E A R T S

UPPER SCHOOL PHOTOGRAPHY II CLASS’ SUMMER SHOWCASE MARCY ROTEN, ART DEPARTMENT CHAIR & PHOTOGRAPHY TEACHER Upper School students turned their cameras toward the world this summer, capturing a vivid spectrum of experiences, from serene beaches to bustling city streets. Golden sunsets and turquoise surf brought warmth and calm to coastal scenes, while striking images of caves and wildlife revealed the quiet beauty of the natural world. In contrast, dynamic cityscapes—towering skylines, glowing lights, and intricate architecture—conveyed the pulse of urban life. Together, these photographs reflect a season of relaxation, adventure, and exploration seen through the eyes of young artists.

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VORTEX

TREES IN THE CITY

Chris Houston, Grade 12

Mackenzie Crain, Grade 11

SPECTRUM AT SEA

HIDDEN CAVE

Libby Bumgardner, Grade 12

Graham Kennedy, Grade 11

GLACIER VIEW

SUNSET DINING

Thomas Danzi, Grade 11

Keaton Lisenby, Grade 11

PEACEFUL FLOW

PEEPING TOM

Lyla Kanthack, Grade 12

David Booher, Grade 11

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BOUNDLESS POSSIBILITY REALIZED:

TVS UNVEILS TRANSFORMATIVE CAMPUS UPGRADES CAGE BASS, DIRECTOR OF CAPITAL PROJECTS & ASHLEY ROBINSON, DIRECTOR OF STRATEGIC MARKETING & COMMUNICATIONS Big changes came to Trinity Valley School this summer as the campus transformed in exciting ways that reflected the spirit of Boundless Possibility. The Buildings & Grounds Committee and Director of Capital Projects worked together to reimagine how students learn, gather, and grow across campus. Freshman and sophomore locker bays were replaced with a new humanities classroom and a state-of-the-art biology lab, setting the benchmark for future science renovations. Since traditional lockers saw little use, the space became a vibrant freshman and sophomore commons beneath the lightwell, complete with study pods, collaboration zones, and relaxed seating.

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Juniors and seniors gained an upgraded commons on the larger side of Trojan Hall, offering flexible areas for studying, meeting with teachers, and connecting with college counselors, while the other side evolved into a high-tech space for guest speakers and college reps. A new brick-and-mortar Trojan Spirit Shop, made possible through the generosity of the Churchill family and the Trojan Booster Club, opened just off the Upper School parking lot, and varsity locker rooms were refreshed with new lighting, paint, and flooring. These renovations marked an exciting new chapter for the TVS community as students returned to campus this fall.

Clockwise from top-left: Mr. Strong’s new Biology lab; Dr. Ostroff’s Innovation class; groupwork in Dr. O’s class; new chairs and charging pods in the Upper School commons; class meeting in Junior/Senior commons; Spirit Shop brick and mortar; College Counseling and presentation side of Trojan Hall; and the Freshman/Sophomore commons.

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TVS A N N U A L F U N D

TVS

ANNUAL FUND 2025-2026 Examples of how your support directly impacts our students and community: SKILLED EDUCATORS Faculty, coaches, and TOE leaders advance their skills through high-level training and certification.

ELEVATED ARTS New sound systems enrich performances in the Black Box and choir room.

STRONGER ATHLETICS New athletic uniforms, upgraded communication systems, and an all-weather tent support student-athletes.

ENHANCED LEARNING New commons areas, multifunction spaces, and classrooms foster collaboration and growth across campus.

SAFE CAMPUS Two new security officers strengthen protection and peace of mind.

TO DONATE TO TVS, PLEASE USE THIS QR CODE OR VISIT GIVE.TVS.ORG 56

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TVS A D V A N C E M E N T

2025-2026 BRINGS NEW LEADERSHIP IN ADVANCEMENT ASHLEY ROBINSON, DIRECTOR OF STRATEGIC MARKETING & COMMUNICATIONS Trinity Valley School welcomes two accomplished advancement leaders to its community — Amy Adkins as Chief Advancement Officer and Christie Crummel as Director of Annual Giving — each bringing decades of experience in philanthropy, education, and community engagement to strengthen the school’s mission and future.

AMY ADKINS Named Chief Advancement Officer Trinity Valley School proudly welcomes Amy G. Adkins, MBA, CFRE, as its new Chief Advancement Officer. With more than 25 years of leadership in philanthropy, strategic fundraising, and community engagement, Amy brings a record of success across the arts, education, and healthcare sectors. Most recently as President of the Baylor Scott & White All Saints Health Foundation, she led a team managing over $95 million, in assets and directed several major fundraising efforts, including a campaign to launch the hospital's first physician residency program. Earlier in her career, Amy

spent 15 years at the Fort Worth Symphony Orchestra, six as President and CEO, where her strategic vision and relationship-driven leadership transformed the organization’s growth. Head of School Ben Courchesne praised her “deep Fort Worth connections, exceptional campaign experience, and thoughtful leadership.” Amy looks forward to returning to her educational roots, partnering with School leadership to strengthen alumni and parent engagement and guide the next strategic campaign. “This opportunity feels like a full-circle moment,” she said. “I’m excited to support the people and programs that make TVS such a special place.” Amy joined TVS at the end of August, bringing insight, energy, and a deep commitment to the School’s mission and future.

CHRISTIE CRUMMEL Joins as Director of Annual Giving Trinity Valley School is also delighted to welcome Christie Crummel as its new Director of Annual Giving. A seasoned educator and advancement professional, Christie brings 28 years of experience in education, development, and student engagement across independent schools in Texas. Most recently at Houston Christian High School, she grew annual fund participation from 47% to 75% and launched the school’s first alumni board, initiatives that strengthened community involvement and donor engagement. In her new role, Christie will design and lead TVS’s annual giving program, working closely with Advancement leadership to cultivate relationships, steward donors, and sustain the School’s philanthropic momentum. “Having been born and raised in Fort Worth, I’m thrilled to return home and invest in the community that shaped me,” she shared. “Trinity Valley’s commitment to excellence and tradition truly resonates with me.” Her expertise in relationshipbuilding and community development will further enrich TVS’s culture of giving and connection among students, parents, and alumni.

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TVS P A R E N T S ' C L U B

CARE AND INTENTIONALITY WHIT WOLMAN, PRESIDENT, TVS PARENTS’ CLUB As Mr. Courchesne continues to share his vision for our School and we all learn more about the growth and potential of this remarkable institution, Whit, Katherine, Greer and Eloise I am reminded why my wife and I Wolman chose Trinity Valley School. It is the people: the faculty, staff, coaches, and administrators who devote their time and hearts to our students each day. Watching our daughters be known and cared for by their teachers, and seeing both their personal and academic journeys unfold, gives us great assurance that this is where we want to be involved. In my various roles within the Parents’ Club, I have been continually impressed by the thoughtfulness and depth of intentionality that guide our teachers and administrators in creating meaningful opportunities for our students. From TOE trips and Selectives to athletic competitions and the joyful energy of our music program, every effort reflects genuine care for how each moment contributes to a child’s growth and development. TVS is also about cultivating lifelong learners: young people who excel academically, contribute to their communities, compete with integrity, and inspire character and leadership among their peers. My first impression of TVS came through its alumni, whose poise, authenticity, and sense of self left a lasting mark long after they had left campus. Finally, TVS thrives because of our dedicated parent volunteers who work alongside teachers and staff to support every aspect of School life. This year, our Parents’ Club board has focused on reigniting the Trinity Valley spirit and strengthening our sense of connection and Trojan pride. I am deeply grateful to all of our volunteers who help make TVS a place where every student can flourish. We all chose Trinity Valley School because it promises to foster fine scholarship, cultivate wide constructive interests, nurture intelligent citizenship, and inspire spiritual and moral growth. That promise is evident in the many ways our students learn, flourish, and connect, not only with one another and their teachers but also with the world beyond campus. Mr. Seleny’s vision was to provide “the absolute best education. Period.” That vision endures through the shared commitment of students, families, alumni, faculty, and staff who make Trinity Valley not just a school, but a community that continues to shape lives for generations to come. 58

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2025-2026 TVS PARENTS’ CLUB BOARD ACADEMIC YEAR OFFICERS President: Whit Wolman President-Elect: Becky Schmid Secretary: Anne Wright Treasurer: Emily Paul STANDING COMMITTEE CHAIRS Auction: Abigail Bebee & Elizabeth Ming Back-to-School Fair: Margaret Lane & Katherine Wolman Data Archives: Claire de Vilder & Noel Nolet Dining Hall Volunteer Coordinators: Bobbie McCurdy & Leslie Palmer Faculty/Staff Appreciation: Telesa Jones, Melissa Muyskens, & Carol Ann Casagrande Trojan Day: Ashley Hedrick & Tim Mulvaney Grants for Greatness: Madison Muckleroy & Jennie Doumany Link Coordinators: Lower School: MK Scherer Middle School: Erin Bales, Casey Creager, Brittany Reid, & Emily White Upper School: Lindsay Kennedy, Lindsey Penny, Mary Catherine Parsons, & Margaret Lane Lower School Fall Festival: Taylor Wallace & Mary-Alex Thacker Middle School Social Event: Nikki Petties & Emily White Room Parent Coordinators: Lower School: Haley Manulik Middle School: Ashley Hedrick Upper School: Katy Roberts School Supplies/Directory: Laura McMullenCormier, Kristian Tucker, & Leah Benson Spirit Committee: Margaret Lane TVS Cares: Mary Catherine Parsons, Sarah Doswell, & Mercedes Dossa TVS Speaker Series: Robbie Clark & Katie Yang Uniform Resale: Tara Bibb, Tamara Willmann, & Katherine Wolman Volunteer Website: Rachel DeMoss & Sarah Tanner AUXILIARY GROUPS Arts Booster Club President: Emily Paslay Athletic Booster Club President: Joe Regan

Save the Date

TVS Auction 2026 March 27, 2026 at 6 p.m. Sundance Square Co-Chairs: Abigail Bebee & Elizabeth Ming TRINITY VALLEY SCHOOL

TVS A L U M N I

ALUMNI NOTES If your email and home addresses are not current with TVS, please update them ASAP by emailing Kathryn Davis at davisks@tvs.org or calling 817-321-0118. Thank you for staying current with the School!

CLASS OF 1968 Chris Ward: “To mark my 75th birthday, I embarked on an adventurous six-day hiking trip in Iceland. During this memorable journey, I covered more than 60 miles on foot, including trekking along the renowned Laugavegur trail. This experience was both challenging and rewarding, providing an unforgettable way to celebrate this significant milestone.”

CLASS OF 1975 Warren Stadler suffered unimaginable loss this summer with the passing of his brother Chris ’70 in May and his nephew, Chris’s son Graham ’04, in July. Warren, we are holding you close right now and sending love to you, Christian, and Lauren.

CLASS OF 1978 As reported in the spring Trojan Voice, Shelley Sewell McDonald passed away in March. Her lovely obituary is here.

CLASS OF 1983 Zohra Choudhry and Stephanie Hassler Jeffers: “We are proud to announce this year’s recipient of the Joy Thomas Memorial Scholarship, Mackenzie Shores. Please see more about Mackenzie and this award on page 67.” Alan Meeker: Sadly, Alan passed away in July. He leaves behind two sons. Our thoughts and prayers are with his family and friends. Sandra Standefer: "I am still working hard in the textile industry. I also volunteer for Cookies & Castles which benefits Scottish Rite Hospital for

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Children. This is our 18th year for this Gingerbread Extravaganza on December 12th &13th. If you would like to join us, please visit cookiesandcastles.com for more information. It is a great activity for those with grandchildren!!! Also, many want to get together before our 45th Reunion. So, look for a casual gathering next year! Hope to see you all!!”

CLASS OF 1985 The TVS Class of 1985 came together on October 10–11 to celebrate our 40th high school reunion—a truly special weekend made possible by the efforts of our dedicated planning committee including Wendy Farmer Chapa, Joe Gallagher, Jane Ann Freese Lacy, Kelly Thomas Purselley, Melissa Smith Sherman, Heather Shiels and led by the everorganized Joy Menefee, who kept us all on task. Special thanks go to Lane and Joe Gallagher, who graciously hosted the reunion at their home, and to generous classmates Thomas Cole and Joe who helped defray the costs. The setting was warm and welcoming, enhanced by thoughtful decorations featuring TVS memorabilia, including our framed senior portrait display which was brought up from the depths of TVS. Guests enjoyed delicious catered food and a nostalgic presentation of high school photos that sparked laughter and fond memories. The reunion wouldn’t have been the same without the classmates who traveled from across Texas and eight other states; in total, 27 of us—54% of our class— attended, making it a wonderfully inclusive and memorable gathering. We also took time to honor the four classmates we've lost in recent years—Matt Brown, Dean Druley,

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5 1. 1968 Chris Ward 2. 1985 40th Reunion 3. 1985 40th Reunion

4. 1985 Memorial

5. 1989 Willing DeMott marries Hailey Hallam 6. 1989 Marian and Willing DeMott

7. 1989 Turner DeMott in Rome

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Damon Fiske, and Leanne Kane—with framed memorials that reminded us of the enduring bonds we share and the importance of remembering those no longer with us. The evening was filled with reconnection, reflection, and plenty of laughter—including shared remedies for the many ailments that come “at our age.” It was a true celebration of friendship and the passage of time. For those who couldn’t attend, we missed you! Let’s not wait until the 50th—plans are already in motion for a holiday gathering. Keep an eye out for updates via WhatsApp or a text from classmates you’re connected with.

CLASS OF 1989 Marian Mayo DeMott: Our family had a busy spring and summer! Our oldest son, Willing, married Hailey Hallam in College Station on March 21, 2025. They are living in College Station and are active with their church community and friendships. In May, our middle son Turner traveled abroad to spend over a month studying with the American University of Rome, immersing himself in the historically rich environment there while enjoying weekend excursions to other parts of Italy. Grateful for this partnership with TCU! And Briggs, our youngest, graduated from Arlington Heights High School and seems to be having a great start as a freshman at The University of Texas at Austin studying Radio, Television and Film. He joined several student film groups and currently likes his Hitchcock class. I’ll also add that Ella, our oldest, is a master naturalist volunteer who enjoys her service to promote environmental stewardship. Autumn Gray: “I have scaled back my PR agency to accept a position as vice president of marketing and communications at Albuquerque Publishing Company, with the goal of expanding the organization into a multi-media company that enables high-quality, unbiased local journalism to survive and thrive into the next century. (APC's flagship product, the Albuquerque Journal, celebrates its 100th anniversary next year.) My husband and I are also selling our beloved home in Taos if anyone would like a beautiful and serene New Mexico vacation property! See adobedeartista.com.”

CLASS OF 1997 Neel Tanna married Alexandra Barton in Las Colinas on June 14. They bought a house in Dallas.

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A lot of alumni were at the wedding: Duff Blair, David Kostohyrz, Will Schmid, Clark Sykes, Gerry Reyelts, Andy Lewis,Nick Goggans, and Eloise Wiley Williams. Eloise is still in Fort Worth getting ready to be an empty nester after her daughter Lindley graduates this year. Hollin Shaw McWilliams is also preparing her daughter for that next step. Her daughter Hunter is a junior at TVS and they’re in the thick of college visits. Hollin, husband Matt, and Hunter moved to Mira Vista last summer. Justin Mund is also still in Fort Worth where he has his two dental practices. His eldest, Alexis ’21, graduated from North Texas in May and is in sales with Pal-Con ( Justin’s family’s business). His daughter Ever is a sophomore at Southwest Christian and is on the cusp of getting the independence of a driver’s license. She’s excited for all the high school milestones, like homecoming and Canwick. Brad Aimone is just outside of Fort Worth in Keller. He and his family moved there a few years ago after nine years in Albuquerque. Both of his sons play tennis. James is 15 and plays for Keller High School, and Marcus is 12 and plays for Keller Middle School. Jody Bohnsack Clark is still in East Texas. She’s in her 24th year of education and is working as a high school counselor at Bullard High School. Her husband Brandon is in his 23rd year of fire service and is working as a Battalion Chief for the City of Lewisville. Emily, their oldest, is 21 and in her senior year at UT Tyler. She is finishing her last year playing soccer there and will graduate in May with a communications degree. Taylor, their middle daughter, is 19 and will graduate from nursing school with her BSN from UT Tyler next August. Colbie, their youngest, is a sophomore at the high school where Jody works. Dan Hosler is still in Chicago. His daughter Laila is in 10th grade and loves playing field hockey. His son Kai is in 9th grade and is starting to do crew. He and David Kostohryz celebrated a partial sale of their company (a private equity firm that invests in healthcare). He’s back in DFW every other week and he’s hoping to meet up with more people on his visits. Kiley Grantges is in her fourth year living in Astoria, Oregon, with her boyfriend Ryan, an acupuncturist, and is absolutely loving it. She has re-entered her postcollege profession of interior design and is working for Vintage Hardware, a woman-owned antique shop. She creates product/interiors photography, conducts provenance research, and writes copy for newsletters, among other things. Last spring, I saw Sudeep Reddy in D.C. where he lives with his husband Andrew, who

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8. 1989 Briggs DeMott 9. 1989 Briggs DeMott with Jason and Marian 10. 1997 Clark family and Dr. Bohnsack 11. 1997 Minkler family

12. 1997 Sudeep Reddy and Nancy Minkler

13. 1997 Alexandra and Neel Tanna

14. 1997 Class of 1997 at Tanna Wedding

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is a middle school teacher. They have a toddler son who keeps them busy. Sudeep was kind enough to give me and my boys a tour of the Politico office where he was a Managing Editor. Shortly after I saw him, he was appointed to head MSNBC’s newly created Washington Bureau. I, Nancy Park Minkler, am still living in Murphys, California. I work remotely for a civil litigation firm in San Francisco. My husband Michael still manages our county’s water district and fills up the rest of his time coaching our boys, Eliot (10) and Julian (7), in soccer and baseball. The boys also keep busy with piano, with me as their teacher. We made it back to Fort Worth last summer for the Van Cliburn Competition semi-finals.

Therapist license.” Meagan Stamm Vinson: “Our family welcomed our second child, Wayne, in July and big sister, Darla, is smitten!”

CLASS OF 2001

Sam Streck: “I am in my second year of pediatric residency, got married in November 2024 to my wife Jessika, and we are expecting our first baby boy in November!”

Incredibly deep sympathy to Lauren ’99 and Christian Stadler, who lost Christian’s dad Chris ’70 in May and brother Graham ’04 in July. Christian’s mom Diann passed away in 2021. The love of the entire TVS family is wrapped around Lauren and Christian.

CLASS OF 2006 Alex Perryman: “I began teaching my eighth year at TVS and 15th overall. I am also coaching varsity boys’ volleyball with Coach Kyle Kennedy and Coach Blake Stewart for my eighth season. My son Sawyer is nine and in fourth grade at TVS while my daughter Kirby is six and in first grade at TVS. We recently added a new family member, a golden retriever named Pickles!” Amber Finley Reynolds: “Don and I welcomed sweet Charlotte Ann, ‘Charlie,’ to our family at the beginning of March. She is the perfect addition to our crew. Cuatro and JW absolutely adore her. Life with three littles is crazy, but we wouldn’t have it any other way. Don is still working at Wells Fargo as a financial advisor in Fort Worth, and I am working in commercial real estate.”

Betsy Ellithorpe Bonelli: “Brett and I got married this year! We met in graduate school and have been together for four years. We celebrated our wedding in Berkeley, CA with family and friends (and a few TVS alums!). We’re still living in San Francisco. Brett is continuing work in spacecraft operations and I am still a software engineer.”

CLASS OF 2015

CLASS OF 2016 Courtney Morris Allison: “Caleb and I welcomed Amelia Blake Allison on March 31, 2025.”

CLASS OF 2017 Hartson Fillmore: “Olivia [formerly Schoening] and I are living in Austin. Our daughter Jacqueline Annette Fillmore turned 2 in July, and we are expecting another baby in January.”

CLASS OF 2018 Allison Byrd Higgins: “Connor Higgins '19 and I were married on October 25, 2025! We were delighted to celebrate alongside many friends and family, including Trinity Valley teachers and classmates, several of whom were attendants in the wedding party. The roots of our love story trace back to the Trinity Valley campus. We live in Fort Worth and look forward to continuing to be involved in the Trinity Valley community.”

CLASS OF 2008

CLASS OF 2019

Curtis Kornegay: “I’m opening a pre-employment screening clinic in Angeles city Pampanga where I completed my doctor of medicine.”

Connor Higgins: “Brinton Payne ’92 and I have been building an AI company. We are thankful for how the Trinity Valley education equipped us to innovate in technology and grow a business. Our work was recently featured in the FW Report (see 08/29/25 issue: New Fort Worth Firm Offers Way to Report on Thousands of Public Meetings).”

CLASS OF 2009 Cora Kuykendall: “I am a dyslexia instructor in FWISD earning my Certified Academic Language

CLASS OF 2014

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15. 2006 Charlie Reynolds 16. 2006 Charlie, Cuatro, JW Reynolds 18. 2009 Vinson family

17. 2006 Reynolds family

19. 2014 Elizabeth Ellithorpe marries Brett Bonelli

20. 2014 Lucy Gamades serves as Elizabeth Ellithorpe's maid of honor 21. 2016 Amelia Allison

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SAVE THE DATE 2026 Alumni Celebration and Awards Ceremony April 25, 2026 River Crest Country Club

22. 2016 Amelia Allison

23. 2017 Jackie Fillmore

24. 2018 Allison Byrd marries Connor Higgins '19

25. 2019 Mr. and Mrs. Connor Higgins

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A FULL-CIRCLE MOMENT ZOHRA CHOUDHRY, M.D. ’83 Joy Thomas ’83 was the living example of her name. You could see her smile down the hall. She was kind, generous, and respectful. She was someone you could count on and a fierce competitor. She had compassion and a calling to serve others. Joy Thomas learned how to serve others from her Baptist faith, family, and formative years at Saint Andrew Catholic School and Trinity Valley. Joy became an athlete, scholar, leader, and mentor. She played field hockey, soccer, softball, basketball, and cheer. She was captain of several teams. She was named outstanding Negro student and earned National Merit Commendation. After high school, Joy attended Randolph Macon Woman’s College, where she became the first Black student body president. She also joined the Delta Sigma Theta sorority. This led to a lifetime of achievement mentoring young Black women. She was a member of the National Charitable Partnership Taskforce, the SW Region Leadership Conference Chair, and a member of the nominating committee. After law school at the University of Texas, Joy returned to Fort Worth. She practiced in the areas of Social Security, disability, elder law, probate, and family. She was the TCU chapter advisor of her

sorority for 15 years. In 2010, she was honored as advisor of the year. Joy Thomas never married and had no children. Sadly, she passed away October of 2020 after several debilitating strokes. In honor of her legacy of leadership and civil service, the TVS Class of 1983 created the Joy Thomas Memorial Scholarship in her name at Girls Inc. of Tarrant County. Eligibility for this award requires participation in the Girls Inc. program. Six college tuition awards of $1,000 have been awarded in the last five years. This past July, the mother of Mackenzie Shores, our 2025 recipient, approached me in tears and with hugs. “I knew Joy. We served together on many committees for our local alumnae sorority chapter. This means the world to me that my daughter received this award.” Mackenzie is a recent Paschal High School graduate matriculating to TCU. She was an athlete and cheerleader, aspiring to become an OB/GYN nurse and open a clinic in Fort Worth. Through this award, we encourage future leaders in civil service to return home and continue the good work of our dear friend Joy.

26. 1983 Joy Thomas Scholarship winner Mackenzie Shores with mom Deirdre

27. 1983 Joy Thomas

28. 1983 Zohra Choudhry with Joy Thomas Scholarship winner Mackenzie Shores

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TRINITY VALLEY SCHOOL 7500 Dutch Branch Road Fort Worth, TX 76132-4110

RETURN SERVICE REQUESTED TO PARENTS OF ALUMNI: If this magazine is addressed to a TVS alumnus/a who no longer uses your home as a permanent address, please e-mail his or her address to hansend@tvs.org

TRINITY VALLEY SCHOOL STUDENTS EARN TOP NATIONAL ACADEMIC HONORS Five Trinity Valley School students have been named National Merit Semifinalists—nearly half of all honorees from Fort Worth—highlighting their exceptional achievement among more than 1.3 million entrants nationwide. In addition, seven students were recognized as National Merit Commended Scholars, and 13 earned College Board National Recognition Awards for outstanding academic performance. Together, these honors celebrate the remarkable talent, dedication, and academic excellence that define the TVS community. Learn more at tvs.org/news-media

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"Trojan Voice" Magazine, Fall/Winter 2025