In the News

The fifth of six Texas Math League exams for Upper School was held on February 11th. Please congratulate our students on their success so far: 

Something special has been happening in our preschool classrooms. A simple spark of curiosity—fascination with light—has led to incredible exploration, deep questions, and meaningful connections.

Through light tables, projectors, and flashlights, our students have been experimenting with how light moves, changes, and interacts with the world around them. They have asked thoughtful questions:

These moments remind us that light is more than just something we turn on or off—it’s a source of wonder, warmth, and guidance.

Lately, I have found myself drawn to these explorations, pausing in classrooms just to watch, to sit quietly, and take in the children's curiosity. Maybe it’s the time of year, when the sun feels a little further away, the temperatures colder, and we find ourselves longing for a little extra light.

Each morning at Chapel, we see this symbolism in action. As we gather, we light a candle and sing:

"We light the candle bright and shine the light of Jesus into the world."

Then, with joy and enthusiasm, Mrs. Watson, our lay chaplain, invites us to shine our light as we all sing This Little Light of Mine. A special PreK-4 chapel helper is given the honor of snuffing out the candle at the close of worship, as Mrs. Watson reminds us:

"Let us go in peace to love and serve the Lord."

This reflection on light feels especially meaningful as our school moves forward with the Light the Way campaign—an endowment to build a new Lower School that will illuminate the future for Trinity students for years to come.

But light is not just something we study…it’s woven into our lives, cultures, and traditions in beautiful ways. We would love to hear from our families about how light plays a role in your homes and heritage:

We would love for you to share a photo or story with us! Please send them to mirwin@trinitymidland.org. We will incorporate them into our classrooms and celebrate the ways light shines in our community.

As we continue exploring the wonder of light, I am reminded of these words from Matthew 5:16:

"Let your light shine before others, that they may see your good deeds and glorify your Father in heaven."

May we all be bearers of light—through learning, through faith, and in the way we serve one another.

Best,

Megan Irwin

Head of Preschool 

On February 12th, the Trinity Chess Team took on Greenwood.  Greenwood was hoping to get their first win of the season versus Trinity, but that proved a difficult challenge.  In round one, Trinity had a 14 to 1 lead, and Trinity never looked back.  We finished with a final score of 34.5 to 8.5.

 

One match that caught my eye was between Evan Holmes (Trinity) versus Graham Golden (Greenwood) in round 2.  Evan was following sound opening principles: he developed all his pieces; he fought for the center; and he castled early.  His opponent was doing similar except for castling, and this proved decisive.  Since Graham’s king and queen were both in the center, Evan found an opportunity to skewer them with his bishop.  This looked like it would win the queen, but Graham found a clever way to block with his knight.  A few moves later, Evan found another opportunity to skewer the queen and king. This second skewer was with his rook, and this one could not be blocked.  Evan won the queen and eventually won the game.  

 

Five of our players had three wins with no losses or ties: Chase Stelmaschuk; Tobechukwu “Daniel” Okoli; Charles Dorman; Evan Holmes; and Ryan Hart.

The Trinity School swim team concluded a successful season on Monday at the TAPPS State Championships, delivering outstanding performances and earning top finishes.

Senior Luis Villalobos Matson led the team with a stellar performance, capturing the State Championship in the 200 Freestyle and finishing as the Runner-Up in the 100 Butterfly. 

Fellow senior Alex Anguiano also made a strong showing, placing 9th in the 100 Freestyle and 8th in the 100 Breaststroke.

Freshman Madelyn McBrayer had an impressive debut at the state level, securing Runner-Up in the 500 Freestyle and 4th place in the 200 Freestyle.

The relay teams also showcased their depth and determination. Together Morella Silva, Alex Anguiano, Brianna Moody, and Madelyn McBrayer placed 10th in the 200 Freestyle Relay and earned a 3rd place finish in the 400 Freestyle Relay.

The idea of discipline often brings negative thoughts to mind. After all, who enjoys being disciplined? Yet, discipline is essential for living sober, godly, and purposeful lives. As Proverbs 12:1 reminds us, “Whoever loves discipline loves knowledge.” True discipline goes beyond punishment—it’s about learning, growth, and knowing how to act appropriately in different situations.

While discipline is sometimes seen as synonymous with punishment, its original meaning was “to train or teach.” In my life, I have sought to be “discipled” by wise and godly mentors. Discipline, though uncomfortable, fosters growth. We often learn valuable lessons when we make mistakes and are guided to make better choices moving forward.

At Trinity, we use an infraction system to help guide students toward responsibility and positive behavior. Both Middle and Upper School implement minor and major infractions, while the Middle School has an additional category: responsibility infractions. These often serve as reminders for students to stay prepared by charging their Chromebooks, bringing necessary supplies, and completing homework assignments.

At the start of the school year, responsibility infractions are more common, especially among fifth graders, as they adjust to new expectations. However, as the year progresses, the number of these infractions typically decreases. This shows that students are learning and adapting to the expectations set for them.

Understandably, the issuance of an infraction can be surprising for both students and parents. Fifth-grade students and their parents, in particular, are often concerned about the implications. Some parents even fear severe consequences. One parent once expressed worry that an infraction was the first step toward a dire future. While this reaction was extreme, it illustrates the anxiety that can accompany initial disciplinary experiences.

It’s important to clarify that infractions serve as reminders to correct behavior, not as punitive measures with long-term consequences. The vast majority of students never accumulate enough infractions to face serious consequences. For those who do, lunch detention—which prevents socializing during lunch—is often sufficient to encourage change. Typically, students who receive multiple lunch detentions correct their behavior in the following trimester.

On rare occasions, a major infraction may occur, requiring the student to appear before the Conduct Review Board, a panel of adults who review the situation carefully. While serious consequences may sometimes result, the Board operates with a focus on restorative justice, seeking to guide the student back toward positive behavior.

Trinity is a community of children, young adults, and adults—all of whom are learning and growing together. Mistakes are inevitable, but they present opportunities for growth. It is the responsibility of adults to guide and discipline those in their care. Though discipline may be unpleasant in the moment, it often leads to lasting growth and positive outcomes.

If you have questions or wish to discuss this topic further, please feel free to reach out via email or phone. I welcome the conversation.

During trimester two each year, Mrs. Patterson and I teach the research paper to our sophomore and senior students, focusing on locating quality sources, organizing important information, narrowing the topic, and writing a cohesive paper. In the past, students would drag their feet and wonder why we spend so much time dedicated to these skills while I repeated this sentence multiple times a day: “Research writing is the type of writing you will need the most in college.” Even for a senior in high school, the idea of academic writing feels remote and nebulous and pointless.

In 2025 and beyond, however, I hope that our students will experience the research process in a new way at  Trinity School because our current seniors will complete their Seek and Find projects, a large-scale investigation focused on a topic of interest. After choosing their subject matter as a junior, the students had a lesson with Carrie Brown to learn about the process of narrowing their Boolean searches to find the best scholarly articles for each topic. Then the students in my classes gathered and read articles for their individual topics, wrote their outlines, and finally drafted a completed paper. But the process will not end here this year. The seniors are now working outside of their English class time to extend their essays into additional research through questionnaires or the scientific process and will present their findings in a graphic representation of their work.

This spring the Seek and Find Academic and Research Program culminates with a final community presentation of each senior’s discoveries in the Upper School where students can answer questions and reflect on the outcomes of their research, making the whole process relevant.  Their products are no longer just a paper written in their English class. Some of our students will reveal models of new products, like a skincare line in original bottles;  some will discuss their scientific research on topics like the connection between personalities and languages; and some will show how they applied what they learned to produce a new skill, like cooking, horse training, or marathon running. 

Come see our seniors on April 30 as they present their research that extends beyond the pages written in the classroom.

Middle school students in 6th, 7th, and 8th grade will take the Texas Mathematics League Exam (TXML) test for their appropriate grade level on Thursday, February 27th during their advisory. This is a fun, challenging exam that will have no impact on their grade in their math class. 

The exam is a 35 question multiple choice contest with a time limit of 30 minutes. A calculator is allowed. According to the test organizers: 

You might be unable to finish all 35 questions in the 30 minutes allowed. Remember that this is a contest, not a test—there is no “passing” or “failing” score. Few students score 28 points (80% correct). Students with half that, 14 points, should be commended! High-scoring students may be invited to our “Math Camp” in July.

High-scoring students will receive internal recognition, and the top five scorers will have their answers submitted as part of our team’s score to compete against other schools in Texas. If your child loves math, you might encourage them to try a practice test in preparation. The practice tests and solutions are linked below:

6th Grade: Practice Test - Solutions

7th Grade: Practice Test - Solutions

8th Grade: Practice Test - Solutions

For 5th-grade students, an intramural contest will be held sometime after April 15th. Additionally, 8th-grade students enrolled in Algebra 1 or Geometry Honors will have the opportunity to participate in an Algebra contest after April 15th. Details about these tests will be shared in a future edition of The Charger.

“What happens if I pass out?”  This was the question I was asked when I arrived in the commons for our first chess match of the season. 

 

On Wednesday, February 5th, the Trinity Chess team took on Fasken.  Trinity’s top 26 players competed against Fasken’s best 18.  Our third graders made up a significant portion of our team, and for all of them, this was their first competitive chess match against another school.  Team captains Christianne Meyer and Charles Dorman did a good job settling the team down so that once the match started, we were all in the zone.

 

Nine of our players went a perfect three wins (with no losses or ties) this match: Christianne Meyer, Chase Stelmaschuk, Tobechukwu “Danial” Okoli, Jaxon Wilman, Evan Holmes, Aharon Mathew, Nicholas Gan, Ryan Hart, and Adam Walker.  This spurred Trinity on to a resounding 41.5 to 12.5 victory over Fasken.  More good news...Nobody passed out!

"No word was ever as effective as a rightly timed pause." – Mark Twain

Mark Twain’s words are a good reminder for all of us—especially parents and teachers. In a world that moves fast, where conversations often overlap and silence feels uncomfortable, intentionally pausing can feel unnatural. But giving children time to think, process, and respond is one of the most valuable gifts we can offer.

Think about Blue’s Clues. Steve Burns, the original host, once shared how the show’s success was built around the power of the pause. He would ask a question and then wait—long enough for the youngest viewers to think and respond, but short enough to keep older children engaged. The pauses weren’t accidental; they were purposeful. They gave children space to process, make connections, and feel like active participants rather than just passive listeners.

As parents and educators, we often move too quickly. We ask a question, and before our children even have a chance to form an answer, we jump in—with another question, a reworded prompt, or (I’m guilty of this one!) just answering for them. But when we rush ahead, we unintentionally send the message that their thoughts aren’t worth waiting for.

Pausing sends a powerful message:

Angela Santomero, the creator of Blue’s Clues and Daniel Tiger’s Neighborhood, reminds us that children need more time to process than we think. They need time to understand the question, think about their answer, and find the words to say it. If we jump in too quickly, we interrupt that process.

Research shows that children who are given time to think give deeper, more thoughtful responses. When we pause—really pause—we allow children to connect ideas, build confidence, and develop their communication skills.

Of course, slowing down isn’t always easy. But here’s a simple trick that helps: MI-SS-ISS-IP-PI.
After asking a question, silently count Mississippi four times before saying anything else. It may feel long at first, but you might be surprised at how often your child fills in the silence when given the chance.

The next time you ask your child a question, try it. Pause. Wait. See what happens.

It is a small shift, but it makes a big difference.

Pause and think about that.

Best,

Megan Irwin 

Head of Preschool 

Saving Private Ryan is one of those movies that I have seen many times. I have lost count of the number of times.  I have been thinking about a couple of things.  The first is that close reading principles could be applied to watching movies many times.  The second was the leadership lessons that could be highlighted.

Tom Hanks plays the character Captain John Miller.  Toward the end of the story, we discover that in civilian life, he was a high school English teacher.  Based on what we see from his character throughout the film, I surmise that he would be a fine teacher; in fact, I believe that Captain John Miller would make a fine principal or school leader.  Here are my thoughts and parallels from Captain Miller leading men in battle and how it might apply to school leadership.

Captain Miller knew the goal or target and kept his eye on the target.  His "mission" is to find James Ryan and bring him out of the dangers of the war so that he could go home.  The big overall target was defeating the forces of Hitler.  Many times the smaller or immediate mission overlapped the larger overall one.  He always justified the actions that led toward achieving the overall mission.  As a school leader daily decisions are made.  Each of these has to be made with eyes on the overall goal of improving student achievement.

Captain Miller had an inspiring personality.  The men he led were of different backgrounds and beliefs.  Their reasons for being in the army probably varied as well.  He was able to get men to do things that seemed impossible.  This is quite present in the battle scene coming off the beach on D-Day and the culminating battle on the bridge.  As a school leader, it is helpful to be able to engage people and get them to believe in themselves.  Morale can go a long way toward a positive school culture.  A positive school culture can contribute to student learning.

Resourcefulness was a character trait of the Captain.  Many times throughout the mission, he and his men found themselves with limited resources in manpower and weapons.  With his leadership, they were able to improvise and be able to succeed.  It seems that in schools, we never have everything that we desire.  There can always be a justified need for more material or more people.   A principal has to make skillful decisions that put people and materials in the places that will yield the highest results.

Captain Miller demonstrated throughout the film that he was a servant leader.  I believe that the most effective school leaders share the same trait.  A servant leader doesn't ask anyone else to do something that he/she would not do him/herself.  Captain Miller asks much of his men, and he asks much of himself as well.  His men are placed in danger, and he places himself in danger.  It is apparent that he is well respected but also well-liked.  The magnetism of his personality and his humanity shine when Riven balks at the decision to move on after several comrades are killed.  Miller knows just how to quell the problem.

Calm confidence shines.  Captain Miller and his men are in the chaos of battle many times.  I'm sure it could be easy to freeze or shirk away from decision-making and responsibility.  Captain Miller calmly makes decisions and acts.  This calmness under fire is illustrated in his men who also act the same under extreme pressure.  School leaders, thankfully, are not met with many life-and-death decisions, but a crisis that is small could easily escalate into something major if not dealt with calmly and appropriately.

Captain Miller did not survive, but I am certain that he could have returned to his civilian life as a teacher and been an effective school leader.

Feeling SAD?

Not that kind of sad—I am talking about Seasonal Affective Disorder (depression typically occurring in the winter months). Now, while I don’t think many of us qualify for a clinical diagnosis to this degree, I do think we West Texans might be experiencing something missing. Maybe that something missing is the sun and the warm, walkable weather? Some of us may be experiencing some winter weather blues.

Last week, I remarked to some of my colleagues that something seemed off with Winnie (the therapy dog). She wasn’t acting differently necessarily, but she just seemed a little…off? sad? I tried all the usual things of giving her time off, extra walks at night and in the morning (primarily during dark hours because of scheduling), special treats, and even more love. It felt silly to tell people that the therapy dog seems off whenever she was still her normal self–just doing more of her squeaky yawns and seeming a little pouty and unmotivated. I went through the whole week and finally decided that maybe she had caught the end of trimester blues, even though she still very much wanted to attend school and be a part. 

But then, Friday afternoon rolled around. School was out, the weekend was almost starting, and kiddos were gone so she was off her leash and walking with me to finish up some tasks between the Middle and Upper School. Before I knew it, I heard a whine from her and she was uncharacteristically running away from me towards the recess area. I called to her and she hesitantly stopped, but kept wagging her tail at something I couldn’t see—kids playing football in the back turf area. They quickly welcomed her into the sunshine and supervised football game and she had so much fun catching the ball, being chased, and running circles with them. She was the happiest she had been in at least a few weeks.

Duh–That was it! She missed the sun and movement. 

Winnie and I walk many laps around the track with students during the warm weather–most days clocking around 8 miles. But, it has been so cold and dreary that most of our time is spent in an office with students these days, and walks are primarily in the dark of night.

It made me wonder….how many of us and our students are feeling just like Winnie? Something is off, but we can’t quite put our finger on what. If you are feeling sad for no apparent reason, unmotivated, excessively tired, worried, or just run down, you might be experiencing the Winter Blues. 

Some tips for beating the Winter blues:

Our students had the incredible opportunity to meet Callie Davenport Fuqua, author of Goodnight, West Texas and a proud Trinity School alumna from the Class of 2011, along with the renowned illustrator Richard Cowdrey. 

Callie shared her inspiring journey of writing this special book, and Richard amazed everyone by creating a real-time drawing of the Goodnight, West Texas cover art! It was a memorable moment celebrating creativity, storytelling, and the power of art.

As we begin the final month of the second trimester, I have started shifting my focus to the 2025-2026 school year. As families make decisions for next year, I want to share some insights into the daily educational experience unfolding within our Upper School community. I regularly say that Trinity’s Upper School strives to be a learning environment where every student is known, loved, challenged, and supported. I would add ”and prepared for their lives beyond Trinity School.” 

Our approach to teaching and learning is intentionally rigorous and ambitious. We believe in challenging our students to reach beyond their perceived limitations while providing the support and guidance they need to succeed. We know that actively experiencing productive struggle is where authentic learning occurs. In our classrooms, you'll find students building genuine relationships with their teachers and advisors, engaging in relevant learning activities, tackling complex problems, extending the learning of others by sharing their thoughts and ideas, and developing critical thinking skills that will serve them well throughout their lives.

Our students value their independence and the agency provided to them through their Upper School experience. Yet within this freedom lies a commitment and unwavering focus on each student's individual journey. Our college advising process exemplifies this approach – working closely with each family to identify institutions that align with each student's academic interests, personal goals, and abilities. Our process isn't about simply getting into college; it's about finding the right fit where our graduates will thrive and continue to grow.

Our teachers demonstrate this commitment daily through:

The results of this approach are evident in our students' achievements and growth. They're developing not just as scholars but also as confident, capable individuals ready to make meaningful contributions to their future communities. As we look ahead, we remain committed to making decisions that prioritize our students' best interests. We believe this steadfast focus on student success, combined with our appropriately challenging academic program, creates an educational environment where our students can investigate their interests, discover their passions, and further develop the skills they need for future success.

Thank you for your partnership in this important work. 

Timothy A. Jones, M.Ed.

Head of Upper School

P.S. We’ve had a series of Professional Development sessions recently regarding teaching and learning with AI. Translating that learning to my work, I used Claude AI as a brainstorming partner and organizational tool to write this Upper School update. 

Trinity Middle School teachers go above and beyond to foster the love for learning that has been instilled in their students since their preschool days. One of the ways I have witnessed students being involved and excited about learning is when Kodi Dixon, 7th/8th grade Social Studies Teacher, assigns her “living museum” project in place of the first trimester final exam. Mrs. Dixon said that she loves to do a variety of projects in her classes for major grades because “Students are able to show me what they have learned and connect it to a timeline and map without me forcing them to cram the night before. I also love doing pick your own projects. This allowed students to shine where they feel comfortable. Some will build with their hands, some will create tests with study guides, some will write research papers. In history or is unique because I want connections, not memorization!” 

I have heard from many students that they enjoy when they get to do projects as major assignments rather than having traditional assessments that they have to study and memorize content for. Recently,  my 5th graders in ESS classes were working on a project for their science class where they created a “Critter Cafe” that aligns with their unit about Living Systems. One student told me “I like being able to use the stuff we learn in class to come up with ideas and draw things for the project and add my own style.” Emily DiBiaggio, 5th/6th Grade Science Teacher, says “I like to give projects that let students be creative. I believe it allows students to be more engaged in the project and allows them to apply concepts in class to real life.”

Students sometimes don’t even realize that they are applying concepts they’ve learned when they complete engaging classroom projects. These projects also allow for collaboration among students and chances to build on their teamwork skills. I’m eager to see the projects that are done by Middle School students throughout the remainder of the year and invite you to come walk through the Simmons building and take a look at some of the work displayed on the walls and glass cases. 

In recent years there has been much written and shared in Education regarding Engagement. It is said and written that students must be engaged in order to learn. I’ll admit that I jumped on that train as well. I often discussed with teachers the need for engaged students in their classrooms.

I have read and reread a book titled Innovator's Mindset and came across two profound quotes cited in the text by Bill Ferriter, an educator and author. The quote related to engagement was this, “Engaging students means getting kids excited about our content, interests, and curricula.”

More recent discussion has taken engagement a step forward or perhaps in a different direction. This new thought for educators is on empowerment. Innovator’s Mindset also had a quote in the text from Bill Ferriter regarding empowerment. This quote was, “Empowering students means giving kids the knowledge and skills to pursue their passions, interests, and future.”

I started thinking about these two terms from a personal perspective. I am an active triathlete. It seems that I am constantly in training for that next event, always striving to improve. Training, though enjoyable for me, can, at times, become routine. I can become disinterested. This is when I see myself as “engaged in the training.” I am completing the laps in the pool. I am finishing the miles on the bike or on the run, but is there any real purpose? Am I profiting from the effort? Am I improving through this engagement?

In contrast, there are times (and I hope it is a majority of the time), that I am truly empowered. I am highly motivated. The purpose is clear. The desire is present. When I am empowered I am invested in the training. I am focused on the effort. I see the purpose within the big picture of improvement.

There is a difference. When I am engaged I am doing what is written on the training plan. When I am empowered I am instilled with the purpose of the training activity and invigorated with desire.

It seems that we need to get students “empowered to be engaged.” We need to look at the bigger picture of inspiring our students to be curious and motivated about learning. Sure, there are times that we have to teach things that are of little interest to some students, but that is when we need to work hard to make it relevant and meaningful, which can raise the level of curiosity. We need to help students see the big picture for the learning. We need to help students be empowered about their own learning and progress.

I would venture to say that a curious student is an empowered student, and yes, an empowered student is an engaged student.

Just last week, we had birthday blessings in Preschool Chapel. I was so happy to see one of my past parents sitting right next to me. As she got up to leave, she said, “What a great way to start the day.” Her words affirmed my thoughts exactly: Preschool Chapel is a great way to begin the day. I love praying, reading the Bible, and praising God through singing. Beginning our day in this way puts the events of our daily life into the proper perspective, setting God and His Word as a priority.

As we travel through the Old and New Testament, I hope that the students will form a personal relationship with God. Through understanding God’s lessons, we begin to build a moral foundation and a sense of identity within our relationship with Him. It is my aim that the students understand God’s love for them and how special they are in His eyes. I pray, through God’s scriptures, to give students confidence in themselves, knowing that God listens to their prayers, knows what is in their hearts, and provides for all their needs. He is not only our creator but also our sustainer.

Many of God’s stories teach the basic principles of love. In Trinity’s religious identity statement, you will find that as a community, we endeavor to follow Jesus’ commandment to love one another. The statement also says we strive “to seek justice and peace and to respect the dignity of every human being.” We hope to carry these principles into our classrooms and out into the greater community through our participation in activities such as the backpack ministry of Hope Invasion, our pajama drive, and many other charitable acts. We also welcome individuals from different religious backgrounds to share their faith with us, broadening our students’ understanding of the world.

Chapel also serves to build our community. It is the one time of day that Preschool finds itself together. In chapel, we celebrate milestones and share our concerns and joys through prayer. We are able to anchor our day to God’s truth, setting us up for accountability. As we move through our day and make decisions individually, as a class, or as a preschool, we can draw back to what we learned together in chapel. We want God’s words to be the foundation of our decisions, giving us connection to one another. By strengthening our community, we can rely on the support and understanding of our Trinity family.

“This is the day that the Lord has made; let us rejoice and be glad in it” (Psalm 118:24) is a song we often sing in Preschool Chapel. It truly is the best way to start the day. I invite you to join us any morning in worshiping our Lord.

Mrs. Watson

Preschool Lay Chaplain 

PreK-4 Teacher 

We are excited to share that Trinity will host the second annual College Conversations: The Admission Landscape in 2025 on Thursday, January 30.

This night – open to all Trinity parents – will be a frank discussion about the college admission landscape. We will touch on how college admissions has changed, how Trinity students fare in holistic review, and the value of an independent school education. 

Our event begins at 6:00 p.m. (please note time change) in The Commons. Students in grades 9-11 meet with our guests during their advisory to learn more about college admissions. 

A group of Trinity alumni joined the faculty and staff for lunch Tuesday, January 7 and Charger graduates served on a panel for current students on Thursday, January 9. It is always a privilege to connect with our alumni, welcome them back to campus, and hear their insight into what a Trinity student can expect in college. They shared great advice, applicable to both the student and parent experience. Specifically, they mentioned that there is no such thing as too much communication with parents after moving on to college, that you will find your people wherever you go, and that they are thankful for their Trinity experience because they were prepared to succeed in their college classes.

Our most recent alumni from the class of 2024 also recently shared some written advice with our current juniors and seniors.

Answered by Quinton Klingensmith: “I would recommend that juniors starting their college search take some time to reflect on what they personally want in a college. It's important to focus on their own desires, not just what they think their parents expect. Use those personal priorities as a filter in the search process to find colleges that meet their criteria.

I hope this message helps students understand that the college experience is personal, and it's important to search for a place that aligns with their own desires, rather than chasing prestige or the idea of a school based on its football team or reputation.”

Answered by Lance Robertston: “Figure out what majors and programs you are interested in before thinking about particular universities. Once you know, or have an idea, of what you want to study, find the schools that offer the best programs for that.” 

Answered by Ezekial Bajomo: “As someone who spent significant time weighing multiple viable options, I found that it is essential to take the time to reflect deeply on the key aspects that you seek to derive from the college experience – whether it is preparation for a specific career, social opportunities, or intellectual growth. Pay close attention to the factors that will most influence your happiness such as distance from home, weather, academic rigor, and the overall ‘vibe’ of the student body; don't be afraid to trust your gut and lean into a natural inclination toward certain schools.”

Junior Conferences begin Monday and will take place the weeks of January 27 and February 10. During a 45-minute session, the students and parents hear an overview of the college application process so that we have a shared language and context as we go into the next 15 months, culminating with each student’s post-Trinity plan. 

The heart of the Trinity college advising philosophy is fit. The college match means different things to different people; this is normal. Ultimately, we will have discussions about where students see themselves thriving and what path they need to take to achieve personal and professional goals. 

Ongoing communication is highly valued in the college admission process. We feel strongly about the partnership required during these pre-college days and thank you for your support.

Seniors are continuing to hear news from colleges. Trinity students are finishing their college applications, and all students will receive responses from their applications on or before April 1. They then have until May 1 to make their final post-Trinity plan. As of this writing, 100 percent of the seniors who have applied to college have one or more acceptance, and a quarter of the class has enrolled in the college of their choice.   

The Upper School Math Department has had an exciting year, with the introduction of a new course and the launch of another course in a new modality. Math for Business and Social Science is now available as a junior/senior elective. Mrs. Vollet has been diving back into her business minor knowledge from over 20 years ago to bring this course to life!

Meanwhile, Statistics Honors is now being offered as a dual credit course through Midland College, taught by Mrs. Wheeler. These additions mean that all of our senior students (and some juniors) now have the opportunity to enroll in a dual credit math class. Our current dual credit offerings include:

In addition to these new academic opportunities, we’ve introduced competitive math exams for Upper School students. This year, we are participating in the Texas State Mathematics League (TXML). The high school competition consists of six exams taken throughout the year, with our team’s score determined by the top five scores from each test. As of January 13, we have completed four of the six exams, with several students participating in all four. Here are the individual top scorers so far:

As a team, we are in 16th place out of 22 teams, competing against some of the most selective private schools in the DFW area. Considering the competitiveness of the league and the fact that we haven’t held formal practices, I’m incredibly proud of our team’s performance! We will also offer an Algebra 1 TXML test sometime after April 15th. This will be open to any student (8th or 9th grade) currently enrolled in Algebra 1. We may also expand our test offerings to grades 4-8. Stay tuned for future announcements in The Charger if you have students in multiple divisions.

Looking ahead, from February 28 to March 3, the Society for Industrial and Applied Mathematics will host the MathWorks Math Modeling Challenge. In this competition, teams of 3-5 upper school students work to solve open-ended, real-world math-modeling problems. Scholarships are available for top-performing teams, making this an excellent opportunity for junior and senior students to showcase their skills.

If you’d like more information about our math contests, the MathWorks Modeling Challenge, or any of our course offerings, please don’t hesitate to reach out to Mrs. Carly Vollet at cvollet@trinitymidland.org.

Dear Preschool Families,

As the cold season is upon us, I wanted to share a quick reminder about the importance of staying prepared for outdoor play and our daily activities around campus. Even when it is chilly, being outside has so many benefits for children, including building resilience, boosting their immune systems, and supporting their overall well-being. As one researcher explains, "children who engage in regular outdoor play, regardless of the season, benefit from improved physical health, immune function, and emotional well-being" (Fjørtoft, 2004). At Trinity, we embrace every opportunity for our children to experience the fresh air and learn from the world around them, even in cooler weather.

Since we are an outdoor campus, our students spend time outside traveling to Chapel, P.E., and special classes like Spanish and Music. With this in mind, it is important that children come to school dressed warmly in jackets, gloves, hats, and sturdy shoes. Please take a moment to label your child’s clothing and accessories—this small step makes a big difference in keeping track of items that sometimes get left behind during our busy days. With so many similar items, this helps us ensure everything finds its way back home!

Thank you for helping us keep your children cozy, comfortable, and ready for adventure. Whether they are playing outside or traveling across campus, your efforts to prepare them make all the difference. 

Warmly, 

Megan Irwin

Head of Preschool

First grade art students are eagerly working on paintings of penguins. Each student in the class is painting a different species of penguin based on the one they will be researching for their upcoming Penguin Day Program.

Innovation and Technology is a project-based course where students apply STEM concepts to cultivate skills needed in today’s world. The curriculum emphasizes complex problem-solving, teamwork, critical thinking, and effective communication. Students make their own choices, take ownership of their learning, and explore how their work connects to real-world challenges. Through engaging projects and activities, students learn to use technology in practical and responsible ways, while also strengthening their ability to work with others.

Every class begins with typing practice. Proficiency in typing allows students to focus on sharing their ideas clearly without being hindered by the mechanics of typing. Coding is a key component of the Innovation and Technology curriculum. Beginning with JavaScript in 5th through 7th grades and moving on to Python in 8th grade, students learn programming skills and how to apply them. They are not just using technology but building it and understanding how it works.

In 5th and 6th grade, facilitated by Ms. Montgomery, students begin the year by making an accurate keyboard and using Canva to create digital designs, combining technical skills with creativity. These hands-on projects help younger students gain confidence as they explore and experiment. In 7th grade, students create interactive stories using HTML, bring their ideas to life with 3D printing, and work with Micro:bits to design tools and games. By 8th grade, students take on more advanced challenges, such as designing and building robots to solve real-world problems of their choice. Across all grades, these activities encourage students to think critically, adapt to new ideas, and use their knowledge in meaningful ways. 

As the school year continues, I look forward to seeing students grow more confident and independent as they develop their ideas and find creative solutions. Every year brings new opportunities, and the projects and challenges will continue to evolve, preparing them for the future. Watching students have fun while learning and refining their skills is one of the most rewarding parts of this class, and I am excited to see what they will accomplish next.

Sibley Nature Center would like to invite you to participate in their Girls-N-Science program this Spring!  
Click here for more information.

Open to grades 4th-8th

Limited to 20 participants

Runs 4:30PM-5:30PM on Thursdays (8 week program)

February 13, 20, 27

March 6, 20, 27

April 3, 10

Sibley Nature Center would like to invite you to participate in their Girls-N-Science program this Spring!  
Click here for more information.

Open to grades 4th-8th

Limited to 20 participants

Runs 4:30PM-5:30PM on Thursdays (8 week program)

February 13, 20, 27

March 6, 20, 27

April 3, 10