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Many of the books, podcasts, and articles that I have been reading over the past year have had a few similar underlying themes—how do we raise successful kids beyond the classroom, why are kids facing increased anxiety and seemingly decreased life skills, and how can educators and parents help equip kids for all that life has to offer beyond just grades. It is clearly a relevant topic in today’s climate. 

As I was discussing this with a counselor friend, we talked about how to help children gain the skills necessary for “real life” while also meeting them developmentally where they are. She laughed as she looked down at my notebook and said, “well I guess that sums it up”. She saw that I had written down in large letters “Competence = Confidence = Competence”.

This isn’t a groundbreaking or new idea, it is something that has been around for what I assume is close to forever. But, I have it written on my notebook as a constant reminder because there are many times in my personal and professional life that I need the reminder that the more I try to equip the kids I work with with competence, the more confident that they will be in themselves and their abilities, and that will only lead to more competence and capability that will serve them throughout their lifetime. 

When I was a “baby social worker” I think it would probably bring me some joy whenever I would hear someone say “I just don’t know if they could survive {insert school, scenario, etc} without you”. Now, it makes me wince a little. I hope that every student I work with I am helping equip with skills, knowledge, and real life experience to cope with issues they face long after I am no longer in their life. 

Sure, there are many times that I want to email a teacher and ask for an excuse of work because of a teary circumstance, or a deadline extension on a student’s behalf—but is that really helping them if I do the legwork? What often helps them the most is when we meet with a teacher together, or write an email to their teacher together so that they feel confident that they can handle this, and if it comes up again they usually don’t need me to be a “middle man” at all. In 5th grade this seems overwhelming but if they start that skill now, they have 8 years of stacked experience and confidence by the time they get to a college classroom and have to meet nervously with a professor for the first time. 

Our goal is not to remove obstacles for our kids—it’s to walk alongside them as they learn how to navigate those obstacles themselves. That might mean a little more time, a little more patience, and oftentimes allowing them to feel discomfort. But in those moments, they are building something far more valuable than a perfect outcome—they are building competence.

And when competence grows, confidence follows. Students begin to trust themselves, to advocate for themselves, and to believe that they are capable of handling what comes their way.

So while it may be tempting to step in, smooth things over, or solve the problem for them, the greater gift is helping them learn that they can do hard things—with support, practice, and time.

Because ultimately, we’re not just raising successful students—we’re raising capable young people who believe in their ability to handle life beyond the classroom.

PS. Christen Timmons and I will be hosting a “Coffee + Chat with Counselors” parent event on May 11th from 8:15AM-9AM in the Chapel. We will be talking about the new book “Capable” by Sissy Goff and David Thomas and giving you a sneak peek at an exciting event coming up in the Fall here in Trinity—stay tuned for more details!

Recently, our school came together for an all-school chapel followed by a day of service. Students heard from local nonprofit partners and then stepped into that work in tangible ways: assembling appreciation bags for members of law enforcement, creating self-care kits and coloring Bible verses for our unhoused neighbors through The Field’s Edge, and making bookmarks for children at Rays of Hope.

One of the most meaningful parts of the day was watching students work in their Corral Pal groups. There is something powerful about seeing a mix of ages come together with a shared purpose.

As the Head of Preschool, my days are spent with our youngest learners, students who are just beginning to understand what it means to be part of a community, to take turns, to help a friend, to notice when someone needs support. These are small beginnings, but they matter.

That is what made this day stand out.

I had the opportunity to watch our middle and upper school students step into those same ideas in a much bigger way. Supporting younger students is not always easy, and yet there was patience, encouragement, and a steady presence that made a difference. You could see it in the way the younger students responded, how they looked up to them, how eager they were to be included, how proud they felt to be part of something alongside the “big kids.”

For our middle and upper school students and families, I hope this day serves as a reminder that the things we begin in the earliest years do not stay small. They grow. The way our older students showed up for their Corral Pals reflects habits of care, responsibility, and awareness that started long ago and continue to take shape.

And just as importantly, the example they set now becomes part of what our youngest students are learning. They are watching. They are noticing. They are beginning to understand what it looks like to belong to a community that cares for others.

Days like this remind us that growth is not just academic. It is found in the way students learn to see beyond themselves, to support one another, and to step into something larger than their own experience.

Megan Irwin, Head of Preschool

Eighth Grade Families, 

 

We are pleased to invite you to a special service honoring our Eighth Graders on Tuesday, May 12th, at  11:30 a.m. in The Beal Gym. During this service, we will share a presentation of memories, including a baby picture of each student, hear a message just for them, and give a special welcome to Upper School. There will be a small reception in the gym foyer immediately following. This is always a meaningful day, and we hope you can join us.  

 

Please feel free to reach out if needed. 

 

Blessings,

Chrystal and Shannon

Last year my contribution to this newsletter mentioned an end of trimester project in the Middle School that we were proud of.  This year, that project took off in a big way.  We were excited that Kodi Dixon, one of our outstanding Middle School educators, sought out and secured a presentation spot at the 105th Annual Conference of the National Council for the Social Studies (NCSS), held December 4–6, 2025, in Washington, D.C.  We have been able to send teachers to this event as observers and learners for several years and this year, Head of the Middle School, Chrystal Meyers accompanied Kodi, the presenter, on the trip.

Kodi shared the vision and success of Trinity’s Middle School, Living Museum.  This is an  end-of-Trimester 1 project and student favorite that she has led with enthusiasm and creativity for the past four years. In this hands-on assignment, our 7th and 8th-grade students step into the roles of influential figures from history. Working within specific chronological parameters, they research a notable person, create a costume, and prepare engaging and informative presentations . During the Living Museum event, parents and visitors travel through history in the Commons, meeting and learning directly from these characters about their lives, contributions, and lasting impact.

At the NCSS Conference, Kodi presented to a large and enthusiastic crowd of social studies educators from across the country. She spoke for nearly two hours, fielding questions and sharing practical insights as attendees continued to stream in. Her energy, creativity, and unwavering commitment to students clearly resonated—many left inspired to adapt similar experiences in their own classrooms.

In Kodi’s own words: “NCSS was an unforgettable experience. Sharing my passion for the Living Museum with educators eager to inspire their own students was both energizing and affirming. Connecting with fellow history enthusiasts from across the country is one of my absolute favorite things, and it reminded me why I love what I do.”  We are proud of Kodi for representing Trinity School of Midland so beautifully on the national stage.

During Spring Break, another social studies related activity affected our students.  Kodi Dixon, Todd Freese, his wife Melissa, Sonja Erlandson, and Terry Miller took a group of students to Washington, D.C.  Todd, who teaches The Presidents, the Civil War, and World Cultures,  is to be congratulated for completing his Masters degree in history earlier this year. Their trip was weather delayed in starting for a couple of days, but it all worked out to leave Midland on Monday.  While in D.C., the group was able to tour the Capitol with the special help from an intern with Congressman Pfluger’s office.  The group also visited the Museum of the Bible, two of the sections of the Smithsonian, the National Archives and Mount Vernon.  It was a lot to pack into a short week and they walked miles a day, but it was a great experience for all of those who made the trip. These powerful, hands-on experiences bring classroom lessons to life and deepened our students’ understanding of American history, government, and civic heritage.  This seems especially relevant in our nation's year of celebrating its 250th anniversary.

 

Middle School students love Club Day. Each trimester, we step away from academics for a full day to allow students to explore different skills and activities that aren’t typically offered in the classroom – friendship bracelets, quilting, yoga, or board games, just to name a few. Prior to Club Day, students share their desired club selections and cross their fingers, hoping they’ll get into their top pick. But how is that determined? What goes into planning these clubs? Let’s take a peek behind the scenes to see what brings club day to life.

The Clubs Committee, taking input from the Middle School staff, selects a date in each trimester to host clubs. A few years ago, we realized Halloween is the perfect date for Trimester One, but the second and third trimesters offer us a bit more flexibility. This trimester, clubs will be held on Tuesday, March 31, the same day as All-School Chapel and the BIGG Corral Pals Service Day. Sometimes it’s as easy as asking, “Can we stack this with something else?” which is how we nailed down our T3 date.

After dates are nailed down, MS teachers begin brainstorming ideas for potential clubs. What grades can participate? Where can the club be held? How many students can I host in one round? Many teachers choose to host a club for a creative hobby they participate in themselves, such as Mrs. Rich, who has taught many students to crochet, or Coach Garos, who shared her pickleball prowess in T2. Other teachers have harnessed the power of AI to help come up with new and fresh ideas that Middle School students will love.

Once ideas are nailed down, teachers determine supplies they need and send requests to Ms. Erlandson. She orders supplies, but also plans snacks for students for during the day – think donuts or popsicles! Without her, Club Day would not run as smoothly as it does.

Mrs. Lemons is the true magician of the Clubs Committee. With a few mouse clicks and formula entries into Google Sheets, she is able to plan our entire day, down to the minute. She keeps in mind crossover teachers who have classes in other divisions or any breaks for teachers that need to be planned. The spreadsheet is truly where the magic happens.

After space and schedules are planned, students make their selections and the Clubs Committee begins placing students in clubs. While exceptions always have to be made, many students end up in exactly the clubs they want, effectively planning their entire day of fun activities!

On Club Day, students receive their schedule for the day and shoot off to their various locations. Fifth graders spend time in clubs with eighth graders and new relationships are developed across the division. It’s a fast and furious, but fun day for the students. As you can see, a lot of work takes place behind the scenes, but it always ends up worth it, as many students would say these are their favorite days of the year.

In Trimester Three, teachers get a short reprieve from the planning part of clubs by way of a pre-planned rotation. Advisories group up and rotate through activities such as kickball, pickleball, Easter Olympics, and volleyball. This allows for team building across grade levels and advisories, and makes the life of a Middle School teacher in T3 just a little easier. 

Club Day is always a big commitment – for students and teachers alike – but one that helps us fulfill the mission of Trinity School in a different and rewarding way. 

Innovation and Technology gives students the chance to explore how ideas can turn into real solutions. Students work on projects that ask them to think creatively, persist through challenges, and continually test their ideas. They also build technical skills through keyboarding and introductory coding. Through CodeCombat, they practice complex problem-solving by breaking tasks into manageable steps and debugging their code.

To introduce fifth-grade students to Innovation and Technology, they began with a team-building project in which they recreated an action scene from a book using only Legos. Projects like Ferdinand and The Man Who Walked Between the Towers came to life as students learned to listen to one another, share ideas, and work collaboratively. All groups did an excellent job, and their projects were displayed in the middle school for their peers to see. 

Sixth-grade students are currently working on a 3D design project that connects to their reading groups. Each student selected a scene, artifact, or item from their book that holds personal significance, and they are producing impressive 3D models while helping one another learn the program. Their final products will be presented to the class.

Seventh-grade students recently completed a Digital Citizenship Video Project. Students created short videos intended to teach their peers about responsible technology use. Each group selected a topic connected to online behavior and designed their message with their audience in mind. The goal was to help students think carefully about how technology affects their community and how they can help promote positive digital habits.

Eighth-grade students completed the Engineering Empathy Project, designing a robotic solution for a specific user. Before building, they spent time understanding the needs of the person they were designing for. They then created robotic prototypes intended to help solve that person's challenge. The project helped students see that strong solutions begin with understanding people.

Projects like these give students practice explaining their thinking, collaborating with others, and working through problems that don't have a single right answer. Innovation and Technology helps students see themselves as capable, resourceful learners. Our students continue to impress us, and we cannot wait to see what they accomplish next.

Carrie Montgomery & Kaycee Lemons

MS Innovation and Technology

On Wednesday March 4 Trinity Chess took on Homeshcoolers.  Homeschoolers are a very good team, and they came into our match with only one loss.

 

At the end of the first round, the score was tied 11 to 11. Second round, Trinity outscored Homeschoolers 12.5 to 9.5.  In the third round Trinity again outscored Homeschoolers by a score of 12 to 10.  Final score: Trinity 35.5  --  Homeschoolers 30.5

 

One game that caught my eye was by Bodie Butts.  He was in an end game with a couple of pawns and a couple of rooks.  His opponent had a couple of pawns but only one rook.  Bodie started by going after his opponent's pawns.  Once he had removed them from the board, he got his opponent to trade rooks.  Then Bodie used his remaining rook to escort his remaining pawn in for promotion.  When you promote a pawn, you can take any piece you want, and most players take a queen.  Bodie took another rook instead of a queen.  This can be a smart move because it avoids accidental stalemates.  With his two rooks, Bodie calmly performed the ladder checkmate to the win the game!

 

The following players went undefeated (3 wins): Tobechukwu Okoli; Nathan Makut; Aysce Villaloboz; Weston Baker; and Bryson Stangby.

March Madness continues. You can see the updated brackets here:
Grades 1-3 March Madness
Grades 4-6 March Madness

This year’s theme at Trinity School is “Spark Your Curiosity,” which comes to life daily in Spanish class at this age. Middle School is a time of discovery: students learn who they are, what they believe, and how they want to express themselves. Learning another language naturally fuels that curiosity. Students begin to ask questions not only about vocabulary and grammar but also about people, cultures, and perspectives beyond their own experiences. They wonder how traditions differ from others, how families celebrate, and how ideas are expressed in the Spanish-speaking world. This curiosity becomes the bridge between knowledge and understanding.

 

At the same time, our Spanish classes are a place where students discover their voices in a new way. At first, their voices may sound uncertain; speaking in another language requires courage, as we can attest. However, with each practiced conversation and each presentation, their confidence grows. Students learn that mistakes are not setbacks but important steps. Curiosity gives them the will to try; perseverance gives them the strength to continue.

 

In many ways, language learning mirrors the journey through Middle school. Students don't just memorize verbs; they learn to communicate thoughtfully, listen attentively, and take risks in a supportive environment. They discover that their voice has value and that there is a difference between every action: just as a verb can change your idea in a sentence, an action can change your world and the world of those around you. When curiosity is sparked, growth is inevitable; as students find their own voice in another language, they realize what they are truly capable of.

 

Tina Carrasquero and Maria Bohorquez

M.S. Spanish Teachers

 

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

We often celebrate the milestones in life, the first day of kindergarten, the start of high school, graduation, and all the big moments that clearly mark a beginning or an end. But we do not always pause long enough to appreciate the importance of the middle.

Middle school is exactly that… the middle. It is the space between childhood and young adulthood. It is the bridge between dependence and independence. It is the season where students are no longer little, yet not fully grown. And while it may not always come with the same excitement as the milestones on either side, I believe these years are among the most formative in a child’s life, and I am so blessed to be part of them.

The middle is where students begin to engage their learning with greater purpose and ownership. They move from simply finding answers to defending their thinking. They are asked to manage multiple classes, longer-term assignments, and increasing responsibility for their own learning. They experience the natural tension of higher expectations, and in that tension, they grow. They learn how to study with purpose, how to respond to feedback, how to recover from disappointment, and how to advocate for themselves respectfully. These skills will serve them long after a specific test or project is forgotten.

But middle school is about far more than academics. It is also a season of identity. Students begin asking deeper questions about who they are, what they believe, and where they belong. You may notice moments of strong independence followed by moments of vulnerability. You may see confidence one day and uncertainty the next. This back-and-forth can be tiring; however, it is not a sign that something is wrong or a problem to fix; it is a sign that growth is happening.

In many ways, I think of middle school as a dress rehearsal for life. It is not opening night, but it is serious preparation. Students are practicing how to manage their time, how to navigate friendships, how to respond when they fall short, and how to understand their ever changing body. They are also learning that growth requires courage. The willingness to attempt hard things, to step outside of their comfort zone, and to take reasonable risks in a space that supports them. There will be missed cues and moments that require adjustment; that is part of rehearsal. The beauty of this season is that they are learning in a space that is structured, supportive, and guided by adults who care deeply about who they are becoming.

The middle is also a safe place for mistakes. Forgotten homework, social missteps, or choices they wish they could redo are not final chapters in their story. They are opportunities to reflect, reset, and grow. We are not aiming for perfection in these years, even though it sometimes feels like it. That too is just part of the process. We are cultivating resilience. We are helping students understand that growth often comes through struggle and that character is built in everyday decisions.

Perhaps most importantly, middle school is where responsibility begins to shift. Students start to own their gradebook. They learn to communicate directly with teachers. They balance academics, activities, friendships, and family life. They practice managing their time and their emotions. They are learning, step by step, what it means to carry responsibility with maturity.

And through all of this, your role as a parent remains essential. Even as your child grows in independence, your modeling, your expectations, and your steady presence matter deeply. When school and home work together with consistent support and accountability, students feel both safe and challenged,  and that combination allows them to thrive.

The middle is not a waiting room for what comes next. It is not simply preparation for upper school. It is a meaningful, powerful season in its own right. It is where foundations are strengthened, identity is explored, and character is shaped in quiet but lasting ways.

Thank you for trusting us with your children during these transformative years. It is truly a privilege to walk alongside them, and alongside you, in the middle.

With gratitude,

Chrystal Myers

*This piece was written from my personal thoughts and refined with the help of ChatGPT.

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”.

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!

 

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.

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.

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.

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.

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.

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.

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.

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.

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)