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2026

News List

  • February

    Energy Drinks in the Middle School

    Working in a Middle School, we are often exposed to the newest TikTok trends, fashion choices, and things that are seemingly decided as “cool” for an entire generation. One of the latest of these “cool trends” is Alani drinks. If you haven’t heard of them, they are an energy drink that boasts different flavors, appealing cans, and are part of many TikTok challenges. But, what they are at their core is an energy drink that actually prints on their can “not recommended for children”.

    Energy drinks are beverages that often contain high levels of caffeine, sugar, and stimulants such as guarana and taurine. While marketed to boost alertness and energy, they can pose health risks—especially for children and young adolescents.

    Why We Are Concerned
    • Students are bringing energy drinks, such as Alani, and sharing those with their friends
    • Up to 30–50% of adolescents report drinking energy drinks at some point.
    • Research indicates that young people who consume energy drinks tend to report higher anxiety levels and lower overall well-being compared with peers who do not consume them.
    • Research indicates that middle school children who consume energy drinks may be significantly more likely to exhibit hyperactivity and inattention compared with peers who do not.
    • National surveys have found that teens often use energy drinks to compensate for lack of sleep or for a boost during sports and school activities, rather than addressing underlying health or lifestyle factors.

    Potential Health Effects
    Energy drinks can contribute to:
    • Sleep disturbances and insomnia
    • Increased heart rate and blood pressure
    • Anxiety, jitteriness, and mood changes
    • Difficulty with concentration and school performance
    These effects are linked to high caffeine doses and other stimulants common in these beverages. Health experts generally advise that children should avoid energy drinks due to these risks.

    Recommendations for Families
    • Limit or eliminate access to energy drinks at home.
    • Encourage healthier alternatives such as water, herbal beverages, fruits, and balanced meals.
    • Promote good sleep habits—adequate rest is one of the most effective ways to maintain energy throughout the day.
    • Discuss appropriate boundaries—while energy drinks may be okay in your home, explain why this isn’t a drink that your child should share with other children without parental permission.
    • Model healthy beverage choices and talk with your child about how energy drinks differ from water and other safe options.

    Our Role as a Middle School
    As a school team, we are:
    • Providing education about healthy lifestyle choices, including the risks of energy drink consumption to students during advisory.
    • Eliminating the usage of energy drinks and remaining a water-only building. Energy drinks, and all other drinks that are not water, must be thrown away once they enter the building.
    • Encouraging students to ask questions and make informed decisions with their parents.
    • Partnering with families to support students’ overall well-being.
    *The Middle School Outside Food Policy has been updated in the Middle School Supplement Handbook. Please refer to page 10 to review it. 
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  • First Chess Match of the Season

    Scott Ohlman
    On Wednesday January 28th Trinity Chess took on newcomer St. Ann’s.  This is St. Ann’s first year to compete with other schools in chess, and they gave a valiant effort.  Trinity, however, easily prevailed by a score of 62 to 4. Team captains Sterling W. and Jaxson W. led the charge both going undefeated.
     
    I saw two interesting checkmates in this match.  The first was by 5th grader Ryan H.  Somehow Ryan lured the opposing king to the center of the board, and checkmated with a bishop, knight, rook and pawn.  The king was between the knight and bishop. The bishop was delivering check, and at the same time defending the knight.  The knight, rook and pawn were cutting off the escape squares.  Nice!
     
    The other checkmate was a variation on the rare two move checkmate, and it was preformed by 6th grader Ukwouri Eleanya.  Most chess players know about the four move checkmate (also called the scholars mate), but only a few know about the two move checkmate.  If you want to know how this checkmate works, just ask a member of the Trinity Chess Club!
     
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  • Helping Teens Navigate Screen Time

    Jessi Morgan, Middle and Upper School Wellness Director
    When we returned from the snowstorm, I asked a student what they did over the long weekend. They jokingly replied, “Mostly doomscrolled.” While they were kidding, there’s a lot of truth in that response—many teens (and adults!) spend a large portion of their downtime on screens.

    In fact, the CDC reports that about 50% of teens ages 12–17 spend four or more hours a day on screens, not including time spent on schoolwork-related devices. While “doomscrolling” may not be every teen’s preferred activity, many are spending hours each day gaming, streaming videos, or scrolling through social media.

    I often remind my Health classes that screens aren’t “bad”—they’re part of everyday life. However, how much time we spend on them and what we consume can impact how we feel both physically and emotionally. Research shows that teens who spend four or more hours a day on screens are about twice as likely to report symptoms of anxiety and depression compared to teens with less screen time.

    Signs Screen Time Might Be Affecting Your Teen
    • Feeling more tired or irritable
    • Feeling emotionally overloaded by news, drama, or negative content
    • Trouble focusing on homework, reading, or specific tasks
    • Comparing yourself to others online
    • Difficulty falling asleep
    • Staying up later than planned because of your phone
    • Feeling anxious or left out after using social media
    • Losing interest in activities you usually enjoy

    Small Changes That Can Make a Big Difference
    For Students:
    • Try a 10–30 minute screen break when you notice your mood drop
    • Put your phone away during homework or meals
    • Call a friend or hang out in person, device-free
    • Avoid screens the last 30–60 minutes before bed
    • Follow accounts that make you feel encouraged, not drained
    • Swap one scroll session for something active or creative (walk, music, drawing, quick workout)
    For Parents:
    • Model healthy screen habits (teens notice more than we think)
    • Create tech-free times or spaces (meals, bedtime routines)
    • Ask open-ended questions like:
      “How does being on your phone make you feel?”
      • “What app do you enjoy the most? Why?”
    • Focus on balance, not punishment
    • Encourage offline activities and real-life connection
    • Continue having ongoing conversations about healthy online boundaries

    Most of us don’t set out to spend hours on our phones—it just happens. February is a short month, and a perfect time to challenge ourselves to make different screen-time choices. Pause and ask, “Is this helping me feel better, or just helping me pass time?” That one question can spark healthier habits and more intentional use of screens.


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  • Raising ‘I Think I Can’ Kids

    Megan Irwin, Head of Preschool
    One of the goals we talk about often in early childhood is independence, raising capable, confident children who believe they can do hard things. And yet, if I am being honest, this is one of those areas where I find myself nodding in agreement at school…and then catching myself at home doing things for my own children that they are perfectly capable of doing on their own.

    Life is busy. Mornings move fast. Sometimes it feels easier to zip the jacket, open the snack, or tie the shoe just to keep things moving. I catch myself doing this even with my own daughters, who are now eight and very capable. It is a good reminder to slow down and make space for them to try.

    At our house, we end each day with simple affirmations: “You are strong. You are kind. You are brave. You are smart. You can do hard things because…” and in unison they shout back, “Because we are Irwins!” It is playful, but it speaks to something deeper. We want children to see themselves as capable.

    This is why The Little Engine That Could has always stayed with me. “I think I can, I think I can…” A few years ago, a Trinity senior shared this very book in his senior chapel talk. He spoke honestly about how school had been hard for him, how learning did not always come easily, and how approaching challenges with a “think I can” mindset made all the difference. Today, he is a student at Yale University. Not because things were easy, but because he learned to believe in himself and persevere.

    For our preschoolers, this mindset begins with small, everyday moments: putting on their own jacket, opening their lunch, cleaning up, getting dressed, solving a problem before an adult steps in. These are the early building blocks of independence and confidence.

    So as we partner with you in raising children who are strong, brave, and capable, our encouragement is simple: slow down just enough to let them try. Celebrate the effort, not just the outcome. Those small “I can do it” moments are planting the seeds for a lifetime of believing, “I think I can”.
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  • First Chess Match of the Season

    Scott Ohlman
    On Wednesday January 28th Trinity Chess took on newcomer St. Ann’s.  This is St. Ann’s first year to compete with other schools in chess, and they gave a valiant effort.  Trinity, however, easily prevailed by a score of 62 to 4. Team captains Sterling W. and Jaxson W. led the charge both going undefeated.
     
    I saw two interesting checkmates in this match.  The first was by 5th grader Ryan H.  Somehow Ryan lured the opposing king to the center of the board, and checkmated with a bishop, knight, rook and pawn.  The king was between the knight and bishop. The bishop was delivering check, and at the same time defending the knight.  The knight, rook and pawn were cutting off the escape squares.  Nice!
     
    The other checkmate was a variation on the rare two move checkmate, and it was preformed by 6th grader Ukwouri E.  Most chess players know about the four move checkmate (also called the scholars mate), but only a few know about the two move checkmate.  If you want to know how this checkmate works, just ask a member of the Trinity Chess Club!
    Read More

  • January

    America 250

    Kodi Dixon
    July 4, 2026 marks the 250th birthday of the United States of America. In 1776, our Founding Fathers drafted the Declaration of Independence, a document that launched one of the most ambitious social experiments in modern history. With its bold assertion that all people are created equal and endowed with unalienable rights, the Declaration laid the foundation for a nation built on ideals of liberty, self-government, and civic responsibility.

    As we approach this historic milestone, America 250 offers an opportunity not only to celebrate, but to reflect. The story of the United States is not a finished one. It is a story shaped over time by ordinary citizens in towns and communities like our own, through acts of courage, service, debate, and participation in civic life. From local leaders and veterans to educators, families, and students, each generation has contributed to the ongoing work of democracy.

    This anniversary invites our community to pause and consider how the founding ideals of independence and democracy continue to shape our lives today. It challenges us to ask meaningful questions: How have we lived up to these ideals? Where have we fallen short? And how can we continue to strengthen them for future generations? America 250 is not just a commemoration of the past, but a call to engage with the present and invest in the future of our nation, together.

    As a school, the Middle School History Department will propose a school-wide America 250 project. This initiative will bring together the stories that make Trinity an integral part of the larger history of our city, state, and nation. Be on the lookout as we look with hope toward the future and consider our place in the next 250 years.

    This was refined using ChatGPT; the original thoughts, sentiments, care, and excitement for America 250 are original! 


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  • Art Moment 1.30

    Upper School Photography students took advantage of the wintery weather, capturing the frozen fountain outside the chapel as it slowly melted. The changing ice and light made for a beautiful study in timing, texture, and transformation.
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  • Mystery Solved

    Brian Peters, Head of Lower School
    The January Month of Mystery has concluded with much excitement!

    We kicked off this literacy and problem solving adventure the day we all returned back to school after the Christmas/New Year Holiday. Each student in each grade level received a copy of a book from the mystery genre.  Students and teachers read the selection and engaged in problem solving as the mysteries unfolded.  The grade level selections were as follows:

    Kindergarten - Miss Nelson is Missing by Harry Allard & James Marshall
    First Grade - The Trouble with Chickens by Doreen Cronin
    Second Grade - Mysteries According to Humphrey by Betty Birney
    Third Grade - Bunnicula by James Howe
    Fourth Grade - From the Mixed-up Files of Mrs Basil E. Frankweiler by E.L. Konigsburg

    The reading and discussion of these texts concluded this week along with another mystery for our Lower School students.  When we all returned in early January it was discovered that the Golden Ticket Box was missing.  Some clues were visible and we made note of that evidence.  Throughout the month a suspect list was developed and evidence was shared at the conclusion of the daily Chapel service.  Students were developing their theories of who absconded with this box and the possible motive of why.

    Yesterday, each class had to complete a task with a “Glow Day” theme.  With those completions, students received more evidence/clues about the mystery.

    Finally, the mystery is solved and the box is returned to its rightful location and all is well.  Be sure to ask your student about their grade level book and the mystery of the missing Golden Ticket Box.
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  • Keeping Preschoolers Healthy During Peak Illness Season

    Sarah Rapier, RN, School Nurse
    Preschool is a wonderful time for growth, play, and learning—but it’s also the age when children seem to catch every cough and sniffle that comes their way. With little hands touching everything and immune systems still developing, it’s no surprise that peak illness season can be a challenge for families. As a school nurse, here are some tips to help keep preschoolers healthy:

    1. Handwashing is the first defense.
    Young children need reminders and modeling to wash their hands thoroughly with soap and warm water for at least 20 seconds—especially after using the bathroom, before eating, and after coughing or sneezing. Singing a short song can help make it fun.

    2. Teach good “cough and sneeze” manners.
    Encourage kids to cover coughs and sneezes with their elbow or a tissue. This small habit makes a big difference in keeping germs from spreading through the classroom.

    3. Prioritize rest and nutrition.
    Adequate sleep and balanced meals fuel the immune system. A tired child is more susceptible to illness, while a well-rested, well-nourished one is better equipped to fight off germs.

    4. Keep sick kids at home.
    It can be tough to miss school, but children who are running fevers, vomiting, or have diarrhea need to stay home until they are symptom-free for at least 24 hours. This helps them recover fully and prevents spreading illness to others.

    5. Regular cleaning and sanitizing.
    At home and in school, disinfecting high-touch surfaces like doorknobs, toys, and tabletops can cut down on the transfer of germs.
    Final Thought:
    Illness is a normal part of building immunity in the preschool years, but with consistent healthy practices, we can reduce the frequency and severity of those sick days. Together, parents, teachers, and nurses can help keep our youngest learners healthy, happy, and ready to thrive.

     
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  • Blooming Right on Time

    Megan Irwin, Head of Preschool
    As we step into a new year, I always find myself pausing and noticing something that has proven true time and time again in my years of working with young children. There is something about these winter months that brings a quiet but powerful shift. Skills that were just beginning to peek through in the fall often start to settle in, strengthen, and suddenly feel more confident. It is as if the children take a collective developmental breath and then begin to bloom.

    Over the years, one trend I have noticed is that growth often happens long before we can see it. Like a seed planted beneath the soil, so much work is happening underground. We nurture, we water, we wait, and we trust. Then one day, almost without warning, a child surprises us, using new language, showing independence, connecting with friends in a deeper way, or tackling a challenge that once felt so hard.

    One of my favorite children’s books, Leo the Late Bloomer, captures this beautifully. Leo does everything in his own time, talking, reading, writing, drawing, while the adults around him worry. His father simply reminds them, “Leo will bloom.” And he does, right on schedule for him.

    As we begin having more conversations with families and look ahead to parent-teacher conferences in the coming weeks, this message feels especially important. Each child develops at their own rate of speed. There is no single timeline, no race to the finish line. Our goal is not to rush children toward the next milestone, but to support them exactly where they are: academically, socially, emotionally, and developmentally.

    At Trinity, we believe in giving children the gift of time. We observe, we listen, we guide, and we partner closely with families, trusting that with care, patience, and a strong foundation, each child will bloom in their own beautiful way, just like Leo, and just like the seeds quietly growing beneath the surface.



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  • College Advising and Alumni Update

    Sarah Kramer, Director of College Advising
    Earlier this month, Trinity hosted an Alumni Lunch and Panel. The lunch, which was a great opportunity for our faculty and staff to reconnect with Trinity graduates, was attended by about 25 alumni.

    Later that afternoon, class of 2025 alumni shared their college application journey and freshman year experiences with the Upper School. Panelists included Alex Anguiano, Colorado School of Mines; Richard Black, Colorado College; Lauren Blaylock, University of Tennessee; Gavin Dorfner, Texas Tech University; Lily McHale, Texas Christian University; Gigi Molina, Texas A&M University; and Tiara Sanni, Rice University. 

    In a post-event survey, 87 percent of our students found the event helpful as they think about the college application process, and 92.6 percent of students felt they learned more about what college would be like. 

    The survey also asked students to share the best advice they had received. Across all responses, 25 percent of students were happy to hear how our alumni were able to build relationships. Here is a sample of additional responses to “What are some of the best things you learned from your former classmates?”: 

    • Apply to things that you're interested in, and be yourself.
    • That you can tour schools, which helps you effectively decide which school you want to go to.
    • How different locations were very impactful in choosing a college and changing majors is okay.
    • What colleges truly find valuable when applying and getting accepted.
    • Some of the best things I learned were that the transition is easy and you don't need a 4.0 to get into college.
    • That you will always end up where you’re supposed to end up.
    • I learned that I'll be very prepared for whatever I do in college. 
    • I learned all about the transition process and how you can manage it efficiently.
    • Do a lot of clubs and things or find something you love to find your people.
    • I liked hearing about their experiences with their roommates and how they made new friends. 
    • I learned about how college rooming works and I learned how I can balance my day when I get to college.
    • I learned that high school is similar to college and is filled with fun activities for college students.
    • How they stumbled into making friends and how they manage their schedules. 
    • Making friends in college is very easy, strategies for studying, you can get a roommate who matches with your interests, and the block course system.
    • Learning about the social life at campus, as well as how much the workload is, especially since I want to continue my athletic career in college.
    • I learned that college does not have to be super stressful like I expected it to be. They also said that it's quite easy to meet new people and have fun in groups and clubs which is quite relieving to know.
    • From the alumni, their experiences in switching majors was very helpful for me, someone who does not have a complete idea of what path they want to follow in the future. 
    • That college isn't as scary as it seems and people are usually welcoming and nice.
    • I learned about ways to balance school work with time for yourself.
    • I was very comforted to hear that when people say that you won't be friends with your friends in high school, it's not true. I really love my friends and it's scary to think I wouldn't be friends with them.
    • The best thing I have learned was how to talk to the professors. I think it was helpful knowing to try to get to know your professors. I also thought hearing about the dorm rooms was helpful. Finding a roommate seems scary, so hearing about how the alumni found roommates and that they are not scary makes me feel less worried. 
    • How important communication with your teachers is.
    • I learned to focus on English as it will prepare me and set me ahead of most when I take it in college, from all of them. This stood out to me because English is my worst subject right now. I also learned that time management is important and it's good to have a schedule you can follow everyday to keep up with classwork.
    • It is easy to change your major. 
    • My classmates helped me realize that college isn’t nearly as intimidating as it looks from the outside. It becomes manageable when you’re surrounded by people figuring it out together.
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  • Learning Looks Different for Every Middle School Student

    Lauren Party
    Middle school can be an exciting, confusing, and sometimes overwhelming time—for students and families alike. During these years, kids are growing quickly in so many ways: academically, socially, emotionally, and physically. Because of this, learning in middle school doesn’t look the same for every student, even if they’re in the same grade.

    Understanding this can help families feel more confident and supported as they navigate the middle school years alongside their child.

    Same Grade, Very Different Growth

    Even though middle school students may be close in age, they are often at very different stages of development. Some students are ready to juggle long-term projects, abstract thinking, and lots of independence. Others are still learning how to stay organized, manage time, and build strong academic foundations.
    This is all normal. Learning at a different pace doesn’t mean a student isn’t capable—it just means they’re growing in their own time.

    Everyone Learns a Little Differently

    Every child learns in their own way. Some students learn best by reading or writing, while others need visuals, hands-on activities, movement, or discussion to really understand new ideas. One child might love group work, while another prefers quiet time to think things through. Teachers use a mix of strategies to support different learning styles, but it’s completely normal for students to need different amounts of time or support along the way, that’s what the ESS teachers are here to help with! 
    ESS and accommodations aren’t “shortcuts.” They’re tools that help students access learning and feel more confident. When kids know it’s okay to ask for help, they’re more likely to take ownership of their learning.


    Emotions Play a Big Role in Learning

    Middle school isn’t just about academics. Students are figuring out friendships, independence, confidence, and who they are. Stress, worry, or fear of making mistakes can show up in the classroom.
    A student might understand the material but feel nervous about speaking up. Another might seem unmotivated when they’re actually feeling overwhelmed. Feeling safe and supported at school makes a big difference in how students show up and learn. It’s easy to compare kids to classmates or siblings, but learning isn’t a competition. Middle school is all about growth. What matters most is that students are making progress—academically, socially, and emotionally.
    When kids focus on their own improvement instead of comparison, they’re more likely to stay motivated and build confidence.


    How Families Can Help

    Families play an important role during the middle school years. Encouraging effort, checking in regularly, celebrating small wins, and keeping communication open with teachers can go a long way. Letting kids know that mistakes are part of learning helps them feel supported both at home and at school.


    One Last Thought

    There’s no single “right” way to learn in middle school. Learning looks different for every student—and that’s a good thing. When schools and families work together to support those differences, students are more likely to feel confident, capable, and ready to grow.
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  • Practice the Way You Play: Writing Accountability & Critical Thinking in the Middle School

    Jessica McMullen and Hannah Connor
    One of a student’s favorite questions to ask is: When will I ever use this again? As a reading teacher who pulls out a calculator every time she sits down to grade, or even leaves a tip when eating out, I can completely empathize with this question. However, writing – and writing proficiently – is a skill that will live with students long after leaving the halls of the Simmons building.

    We recently introduced new writing accountability guidelines across all classes and all students in 5th-8th grades and were naturally (and not surprisingly) met with a bit of pushback.

    Why do I need to write in complete sentences in math or science?

    Why do I need to restate the question when I write my answer? 

    As Mrs. Connor stated to her class, “You practice the way you play.” One can’t expect to show up to a football or basketball game having shown little effort in practice, expecting to perform to the best of their abilities. Likewise, students who don’t practice effective writing or critical thinking techniques in the day-to-day classroom setting cannot expect to perform well on a final writing essay. Students should practice like it matters, because it does. While our jobs consist largely of preparing students for the next grade level or for upper school, we are also preparing students for life. Students in middle school have plenty of time to change their minds when asked, “What do you want to be when you grow up?”, but no matter their final answer, the critical thinking skills they are developing now will build confidence for years to come.

    Writing effectively feeds critical thinking, and every job requires someone who knows how to read and write well. Doctors and scientists spend time conducting research, which is later compiled into reports and published. Nail technicians, massage therapists, and cosmetologists are tasked with communicating effectively with clients. Teachers of all grade levels and subjects create assignments and lessons appropriate for different types of students. Human Resources professionals write policies and procedures in the workplace. Lawyers draft and deliver arguments. Even influencers write scripts for podcasts, content creation, or sponsored content, salesmen use critical thinking to promote products to customers. Regardless of the career path a student chooses to take, writing and critical thinking are the foundation for lasting success.
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  • Art Moment

    Throughout December, fifth grade art students worked on strengthening their artistic skills while celebrating the holiday season. Using paper-craft techniques, they created stars, and through hands-on ceramic work, they designed paintbrush ornaments—festive projects that reflected both creativity and holiday cheer.
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  • Science & Technology Update: Introducing Flint AI

    Dr. Melissa McHale
    We're excited to share that Trinity's Science and Technology Department is leaning into the school’s new subscription to Flint, an AI-powered teaching assistant. This initiative follows weeks of behind-the-scenes testing and a January faculty in-service training session. Unlike general chatbots such as ChatGPT, which primarily provide direct answers to questions, Flint is specifically designed as an educational partner. At its core is Sparky, an AI teaching assistant that guides students through concepts and problems step by step, asking clarifying questions and providing feedback rather than simply giving away solutions. This approach mirrors the Socratic method we use in our classrooms, and we believe it will help students develop deeper understanding and stronger critical thinking skills. Teachers can create customized activities aligned with our curriculum, monitor student progress in real time, and access analytics to inform instruction. We believe these capabilities set Flint apart as a true educational tool.

    Our teachers have embraced Flint in creative ways across disciplines. In my life science classes, I use Flint for daily Bell Ringer quizzes, where Sparky asks review questions in a conversational format and provides immediate feedback on strengths and areas for improvement. Students report that Sparky's guidance closely mimics our classroom discussions, and the real-time analytics allow me to identify learning gaps and adjust instruction much faster than before. In Physics, Mr. Lafarelle is designing activities that break complex problems into manageable pieces, requiring students to master each step before advancing. Flint's equation editor and whiteboard features allow students to submit numerical, algebraic, and graphical responses for evaluation, which greatly supports this process. Mrs. Dueñas is leveraging Flint's natural fit with Computer Science by creating coding tutorials in which Sparky guides students through programming challenges rather than simply providing the executable code. Finally, Mrs. Merryman's Chemistry students are looking forward to using Flint as a brainstorming partner for their spring project exploring the chemistry behind the magic in Shrek, our upcoming school musical!

    Beyond structured classroom activities, students can use Flint independently as a personal tutor. Many of our Biology students are already uploading their completed notes and study guides to generate practice quizzes or request clearer explanations of challenging concepts. We are encouraging Upper School students to explore Flint as a tool for test preparation and for deepening their understanding of course material. We invite you to ask your student about their experiences with Flint—what activities they've completed, how Sparky's guidance compares to other AI tools they may have tried, and how they might use it to support their learning at home. As we continue integrating this technology thoughtfully into our curriculum, we welcome your questions and feedback.

    Understanding Flint's Limitations

    As with any technology, Flint has limitations that are important to understand. We've found, for example, that uploaded documents sometimes require a second look. Sparky may not initially recognize images or diagrams embedded in notes, though explicitly asking it to examine them again typically resolves this. Additionally, while Flint is proving very helpful, it isn't correct 100% of the time. Just this week, it incorrectly told a Biology student that a mouse is an herbivore. Fortunately, the student recognized the error (it’s an omnivore) based on our previous class lesson on food webs and corrected Sparky's mistake. These moments actually become valuable learning opportunities, reinforcing critical thinking and the importance of verifying information. The key takeaway: Flint is a powerful tool to supplement science teaching and learning, but it will never replace the classroom experience or the teacher-student relationship that remains at the heart of science education at Trinity.


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  • January Month of Mystery and the Benefits of Reading Mysteries

    Reading is the cornerstone of all academic success, but not every student is a motivated reader.  Our school-wide Mystery Reading event helps to transform reading from a solitary task into an exciting community adventure.  We have our school-wide mystery of the missing Golden Ticket box that engages our students in a “real” event in which analytical thinking is activated.  This kind of thinking can also be used as students engage in the reading of their grade-level mystery book.

    Mystery stories are well suited for younger readers because they are inherently interactive. Unlike other genres, a "whodunnit" invites the reader to step into the role of a detective, leading to several key benefits:
    • Boosts Critical Thinking and Deductive Reasoning: As students read, they must compile facts, decipher motives, and synthesize information into a working hypothesis.
    • Enhances Attention to Detail: To find a "culprit," students must pay close attention to small details that could be vital clues, improving their overall comprehension.
    • Encourages Close Reading: The desire to solve the puzzle naturally leads students to re-read passages to ensure they didn't miss a subtle hint or "red herring".
    • Fosters Active Engagement: Mysteries keep students turning pages because they are searching for the solution to a specific problem, making the reading experience feel more like a game than a chore.
    During this January Month of Mystery we hope that every student becomes a "super-sleuth."  This shared experience levels the playing field for all readers, including those who may typically be reluctant to pick up a book. Clues are revealed as we proceed and the "culprit" will finally be revealed. Through this shared experience students will have not only solved a mystery but have also strengthened their reading stamina, vocabulary, and analytical skills for life.
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  • Chess Update

    Scott Ohlman
    The Trinity Chess Team has started practice for the upcoming season.  Hopes are high for another good finish. 
     
    Here are the top performers per grade thru December 2025:

    5th grade: Tobechukwu “Daniel” Okoli (1143 rating over 6 games)
    5th grade: Ryan Hart (924 rating over 12 games)
    5th grade: Bryson Stangby (829 rating over 13 games)
     
    6th grade: Sterling Wohlfahrt (1069 rating over 14 games)
    6th grade: Jaxson Willman (1047 rating over 12 games)
    6th grade: Emma Rose Moyer (920 rating over 9 games)
    6th grade: Chase Johnson (880 rating over 9 games)
    6th grade: J.C. Herrera (875 rating over 15 games)
     
    7th grade: Christianne Meyer (1000 rating over 3 games)
     
    8th grade: Noah Shaffer (1000 rating over 7 games)

    On December 18th 2025 we held two Five Minute Tournaments for 5th thru 8th grade clubs.  Here are the winners:
    Club Session 1:
    1st Place – Sterling Wohlfahrt (7.5 points out of 8)
    2nd Place – Ryan Hart (5 points out of 8)
    2nd Place – Chase Johnson (5 points out of 8)
    2nd Place – Davis Sebring (5 points out of 8)
    5th Place – Charles Dorman (4.5 points out of 8)
     
    Club Session 3:
    1st Place – Connor KIabon (6 points out of 7)
    1st Place – Jaxon Wilman (6 points out of 7)
    3rd Place – J.C. Herrera (5 points out of 7)
    3rd Place – Conrad Oldham (5 points out of 7)
    5th Place – Juno Graham (4 points out of 7)
    Read More

  • January Month of Mystery

    Brian Peters, Head of Lower School
    Who did it? Where is it?  

    A good mystery can be lots of fun and Lower School is kicking off 2026 with the January Month of Mystery!

    For several years Lower School has started the year with a community reading experience generally known as One School, One Book.  Several years ago the entire school community read a fun adventure titled Fenway and Hattie.  The 24-25 school year began with everyone in Lower School reading Toys Go Out.  These were great, motivating reading experiences that brought us all together.  Time to do something different.

    This year we waited until January to bring some excitement to returning to school after a long holiday.  Instead of everyone reading the same book, all of Lower School will be united by reading from the mystery genre.  Each grade level will enjoy a different mystery.  Some will read it together in school and other grade levels will support students reading independently at school and outside of school.  Each grade level’s book is a mystery.

    Kindergarten - Miss Nelson is Missing
    First Grade - The Trouble with Chickens
    Second Grade - Mysteries according to Humphrey
    Third Grade - Bunnicula: A Rabbit-Tale of Mystery
    Fourth Grade - From the Mixed-Up Files of Mrs. Basil E. Frankweiler

    Thanks to a TCA Grant, each student will receive a copy of their book to keep.

    The January Month of Mystery will begin on Wednesday, January 7, with the presentation of a mystery and a scavenger hunt for each class.  The end of the scavenger hunt will lead each group to their selected mystery.  During the month, clues will be presented to try to answer the mystery of what happened to the Golden Ticket Box.

    We hope that with some of the added excitement, even reluctant readers will become engaged in reading from the genre of Mystery.
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  • Chess Update

    Scott Ohlman
    The Trinity Chess Team has started practice for the upcoming season.  Hopes are high for another good finish. 
     
    Here are the top performers per grade through December 2025:

    2nd grade: Knox Lincoln (1023 rating over 8 games)
    2nd grade: Meyers Hudson (960 rating over 4 games)
    2nd grade: Ryden Stelmaschuk (915 rating over 6 games)
    2nd grade: James Ragsdale (899 rating over 8 games)
     
    3rd grade: John Samuell (1150 rating over 7 games)
    3rd grade: Andrew Joubert (1040 rating over 9 games)
    3rd grade: Preston Moyer (1000 rating over 5 games)
    3rd grade: Luke Plagens (934 over 8 games)
     
    4th grade: Field Gripp (950 rating over 7 games)
    4th grade: Raj Annamalai (907 rating over 14 games)
    4th grade: Charlie Schmalbach (895 rating over 16 games)
    4th grade: Nathan Makut (889 rating over 8 games)
    4th grade: Mason Midkiff (886 rating over 13 games)
    4th grade: Maddox Stelmaschuck (880 rating over 9 games)
    4th grade: Adam Walker (854 rating over 14 games)
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Trinity School of Midland

3500 West Wadley Avenue, Midland Texas 79707 - Email: info@trinitymidland.org - Phone: (432) 697-3281 - Fax: (432) 697-7403 -
© 2019 Trinity School. All Rights Reserved.
© 2019 Trinity School. All Rights Reserved.