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Ask a group of Trinity seniors where they completed their community service hours, and you will not get one answer.  You will get dozens.  You will hear about churches, hospitals, camps, theaters, or other organizations they have been a part of for years.

Some students started with a clear sense of purpose while others had no idea what they were looking for. And that is exactly the point. Community service at Trinity is designed to give students the space to figure that out.

The class of 2026 has contributed 4,139 hours of service over the past four years, a remarkable total for a class of just 28 students.  Across the Upper School, students have logged 8,607 hours. But those numbers only matter because they represent a student who showed up, tried something new, and kept going long enough for it to become meaningful.

For senior Katie Mattimoe, her journey of service began early. She started volunteering in the children’s ministry at her church, The Bridge Odessa, in sixth grade, initially helping alongside her mom.  Over time, that experience grew into something much more. She built relationships with families, watched children grow, and became a trusted member of that community. One of the most meaningful moments for her came when a parent asked her to babysit outside of church, a relationship she has maintained for years.  Through these experiences, Katie has developed a strong appreciation for community and connection, something she now considers a priority and hopes to find again when she goes to college.

Senior Mira Rakesh found her path through hospital volunteering. Her work at Odessa Regional Medical Center and Medical Center Hospital introduced her to an environment where she has seen the role compassion plays in healthcare.  As she shared, “No matter how small the role, every act of service makes a difference in a patient’s life.” Beyond that, she has developed consistency and adaptability through regularly showing up and contributing. Just as importantly, she found herself part of a community outside of school, one that has influenced both her perspective and her future goals. Mira, like Katie, will continue to volunteer during college.

Senior Evan Cheng has taken a different approach through his long-term involvement with the Boy Scouts of America. Since joining in 2013, he has participated in service projects that each bring their own purpose and story. One of his most significant contributions was his Eagle Project at the 1-20 Wildlife Preserve, now known as Waterson Wild Space. Over the course of several months of planning and nearly a month of daily work, Evan led the renovation of an insectarium. His project included structural repairs, installing new roofing to allow natural light, rebuilding garden beds for native wildflowers, and restoring display elements to make the space functional and educational again. Through experiences like this, he has gained a deeper appreciation for the world around him and developed a strong sense of responsibility for the environment and his community.

Senior Audrey Li’s experience reflects another common starting point. She began volunteering at places like the West Texas Food Bank and Meals on Wheels simply to fulfill her service hours. However, those experiences quickly became more meaningful as she realized the direct impact of her work. At the food bank, she found satisfaction in the constant activity, whether assembling boxes, sorting donations, or distributing food. At Meals on Wheels, she saw firsthand the impact that delivering meals directly to individuals made.  Her perspective shifted even further when she began volunteering at Odessa Regional Medical Center while exploring an interest in medicine. One experience that stood out involved helping an older woman navigate multiple buildings for an appointment. Although it was not part of her assigned role, Audrey chose to walk with the woman, return with her, and assist her until everything was resolved. While the situation was at times frustrating, it was also deeply rewarding. Audrey reflected, “The thing I liked the most about community service is feeling like I make a difference in people’s lives, even if it is small.”

None of these students found their “thing” immediately. When asked what advice they had for students looking to find a place to volunteer, they offered this: try different opportunities, give them more than one chance, and look for connection, something that often develops with time and consistency.

MobileServe supports this process, not just by tracking hours, but by giving students a way to reflect on how they are spending their time. Over time, those entries become a record of growth, showing students where they have invested their energy.

At Trinity, service is intentionally varied. Students are encouraged to explore, to commit, and to discover what matters to them. For underclassmen, the message is simple. Start somewhere, go back a second time, and pay attention to what feels meaningful. The goal is to find something that stays with you. By the time you are a senior, the number of hours will matter far less than what you have gained from them.

The Empty Bowls Club in Upper School has spent the year making and glazing bowls that were donated to the Midland/Odessa Empty Bowls event to raise money for the West Texas Food Bank. The event will take place March 28th at Midland College's McCormick Gallery from 11:00 am - 1:00 pm. 

 

With Spring comes the anticipation of Summer and hopes for things to come. As our Seniors count down the days to graduation, we are also in full preparation mode for the 2026-2027 school year at Trinity. There are always lots of logistics to sort and arrange. This involves many individual conversations about schedules and plans, hopes and dreams. These conversations are both necessary and rewarding.

The beginning of Spring also means that we have successfully executed our Expeditionary Learning Adventures. These experiences are always a highlight of the school year because of their unique educational, team-building, and memory-making values.

However, as much as we look forward to things to come it is important to prioritize the present. The next nine weeks present many opportunities for ambitious teaching and learning, self-reflection, and growth. But hold on tight, these weeks will fly by and the school year will be a distant memory soon.

We started the school year with a joyous and delicious celebration of Hispanic Heritage Month. Upper School students helped to build booths for the Trinity Mercado and contributed beautiful artwork. They also served and tasted foods from many places in Latin America. When walking through the Mercado in the Williams Gallery, a Kindergarten student spotted the flag of her home country and pointed it out with pride to her classmates. This sweet moment captures our hope that all our students, whatever their nationality, ethnicity or heritage, will see themselves represented in the daily life of our School and know they belong. 

One of the highlights of Community and Belonging at Trinity School is Corral Pals. Upper School students play an important role in this program. As the oldest members of their Corrals, they practice learning names, giving clear instructions, managing a variety of personalities and interests, and setting the tone of joy for our events. While adults remain in charge, addressing discipline, tears, first aid, etc., we otherwise empower students to lead their group through each activity. The younger members of their Corral look up to and admire their US pals so much. At the end of each of our Corral Pals events, I always feel so proud of our US students - even those who aren’t naturally drawn to little kids embrace this thirty minutes and make it fun for everyone. 

This Trimester, US Students will host their Corrals for All-School Chapel followed by a morning of service projects for various community partners, including Meals on Wheels, Rays of Hope Children’s Grief Center, Midland Police Department and The Field’s Edge. We are so excited for our students to engage in a meaningful morning of worship and service together. This is a great opportunity to build relationships within our Trinity community across divisions while also making an impact in our larger Midland community. I look forward to seeing our servant leaders at work. 

On Wednesday, February 18, Trinity Chess took on Greenwood Chess.  Trinity prevailed by a score of 35 to 4.  One game that stood out to me was by Ryan Hart.  He was in a middle game with a slight lead in material.  Ryan’s opponent used a pawn to attack Ryan’s knight.  Ryan used the tactic of different threat levels, and attacked a higher value piece.  This went on for two or three more moves (Ryan kept making bigger threats), and then Ryan got checkmate.  The interesting thing was that the knight his opponent never had the time to take was instrumental in the checkmate!

 

On Thursday, February 19, Trinity Chess took on newcomer Pease Chess.  Similar to the day before, Trinity prevailed by a score of 31 to 8.  The game that stood out to me that day was by Nathan Makut.  Nathan was in the end game with a queen versus a rook, bishop and pawn (there may have been a few more pawns on the board, but basically it was an even end game).  Nathan had the correct plan of trying to use his queen to fork, skewer or pin his opponents king, rook, and/or bishop.  Nathan kept making threats, but his opponent kept seeing them and responding.  I was worried that Nathan would run out of time, but he finally got one of these tactics to work and won the rook.  Then he quickly captured the pawn(s) and bishop, and Nathan won the game with time to spare!

March Madness starts next week! Click below to view the brackets.
Grades 1-3
Grades 4-6
Grades 7-12

As we wrap up the second trimester today, our annual Expeditionary Learning adventures are a little over a week away. I know students and our Upper School faculty are excited for these annual adventures. 

Expeditionary learning is an important part of the Trinity School experience. These activities take a variety of forms: 

All of these experiences afford the participants the opportunity to grow as individuals, to build self-confidence, and to learn to take calculated risks. Expeditionary Learning allows students to build deeper relationships with their peers and the adults who guide them. These activities help students build trust and a stronger sense of belonging to their community. Along the way, students also pick up skills and strategies that will remain with them throughout their lifelong learning journey.

I am proud to be engaged in an educational community that prioritizes these experiences as part of the academic year. We will have fun as we develop transferable skills and in doing so we will learn a lot about the world, about each other, and ourselves. 

Upper School Parents,

The last day of Trimester 2 is Friday, February 20th. This is a scheduled “B” day for Upper School. As such, we will be dismissing students following 7th period (2:45). However, we will provide supervision for any Upper School students that do not drive or can not be picked up until our normal dismissal time at 4:15. 

Kind regards,

Tim

I’m excited to introduce myself as the new Math Department Chair! After 11 years of teaching and leading in one of our city’s district schools, I’m truly grateful for the opportunity to join the Trinity community and support students during these important upper school years. I’ve already enjoyed getting to know the culture here and seeing how much Trinity values strong, positive relationships. It’s important to me that students feel comfortable asking for help and working through challenges instead of feeling discouraged or giving up.

As a college preparatory school, Trinity is committed to academic rigor while also caring for the whole student — mind, body, and spirit. In the math department, that means preparing students not just for college-level coursework, but also for thoughtful decision-making, problem-solving, and leadership beyond the classroom. Our curriculum is designed to support a wide range of learners while still maintaining high expectations and meaningful challenges for everyone.

A growth mindset is at the center of what we do. As Jo Boaler says, “Mistakes are valuable; they are evidence that learning is taking place.” In our math classrooms, students are encouraged to think deeply, ask questions, and see challenges as an important part of learning. We want students to build confidence, resilience, and a genuine appreciation for the process of learning.

That same mindset also shapes how we approach innovation and technology in our classroom. As technology continues to evolve, we are thoughtfully incorporating tools like Flint-AI into our classrooms. In math, AI isn’t used as a shortcut, but as a way to deepen understanding — helping students analyze mistakes, explore different solution strategies, and strengthen their reasoning skills. Just as importantly, we emphasize using these tools responsibly and ethically.

Together, we will continue fostering a math program that values curiosity, perseverance, and integrity — preparing students not only for success in college, but for thoughtful and meaningful lives beyond the classroom. I am truly grateful to be part of this community and look forward to continuing this work at Trinity for many years to come.

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.

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?”: 

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.

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.