In the News

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. 

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.

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