4700 My Story
welcome new faculty
TURNER FELLOWS CLASS OF 2018
Fall / Winter 2017
2017-18 BOARD Mr. Mark Weeks Chair Mr. Eddie Alexander Vice-Chairman Mrs. Melanie Jackson Secretary Mr. Michael Lindseth ’88 Treasurer Mr. Jeb Beasley Mr. Roger Brown Mr. Rafael A . Calderon Ms. Laura Campbell Mr. Randy Chase Mr. Jay Dalton ’88 Mrs. Tobi Jane Frankfather Mr. Daron Hall Mr. Greg Hagood Mrs. Patti Hudgins Ms. Kimberly Jackson Mr. Steve Maggart Mrs. Ann McKinney Mr. John Mick Ms. Christina Smith Mr. Clif Tant ’94
E X- O F F I C I O S Mr. Sean R. Casey Mrs. Ritchey Graham ’94 Mr. Charley Williamson ’88
LEADERSHIP TEAM Sean Casey Head of School John Murray Dean of Academic Affairs Prentice Stabler Head of Upper School Ryan Harris Head of Middle School Rick West Head of Lower School Laura Turner
Director of Finance & Operations
Jill Johnson Director of Advancement Courtney Williamson Director of Admission
Kris Palmerton Director of Athletics Brandon Albright Director of Spiritual Life Brenda Huff
Director of the Center for Philanthropic Studies
Mission Statement: Franklin Road Academy provides a challenging educational experience in an inclusive Christian community with an unwavering commitment to develop leaders of integrity and purpose.
currently has a child at FRA or from
of FRA stories. You will hear from
an alumnus/alumna who could not
alumni who are currently teaching
stop talking about the FRA experience.
at FRA , and you will hear from a few
This makes me smile and reminds me
of our current students across the
of what a great story we have to tell
community. I hope these stories both
at FRA .
educate you about the great things happening today at Franklin Road
I was recently reading the New York
Academy, and inspire you to consider
Times bestseller Love Does, by Bob
how you might take action on behalf
Goff and was once again reminded
of FRA . Our community continues to
of the powerful nature of stories. In
grow and flourish, and you are part of
his book, Goff provides insight into
the story!
how people of faith should display
O
their love for others by taking action.
I hope this latest edition of the 4700
The simple but powerful idea that
magazine challenges you to consider
love does — it takes action. While
your story as it pertains to FRA and
Our personal narratives
his advice was sound, I must admit,
inspires you to share it with others.
are powerful! While
I was more interested in Goff’s story.
My family is blessed to have fused our
I appreciate advice
As I read his personal accounts of
family storyline with FRA almost four
from others, there is
his actions and his experiences,
years ago, and I am inspired daily by
nothing that gets my attention more
I was inspired to consider ways I
the stories of our students, alumni,
than a powerful personal story. I
should be thankful and how I should
and faculty, and eager to see what the
often meet families who are visiting
respond or take action. Goff sharing
future holds for our community as
FRA in the admission process, and
his narrative, I imagine, has inspired
our story unfolds.
when I ask them how they learned
countless others to take action on
about Franklin Road Academy, they
behalf of others.
Sincerely,
most often respond that they arrived at our school through the personal
As you read this current issue of the
recommendation of a friend who
4700 magazine, you will read a number
SEAN R. CASEY
Contents N E W F A C U LT Y
F E AT U R E
1
US CRIMINOLOGY
1
Welcome New Faculty
S TAT E C H A M P I O N S
AT H L E T I C S
39
Fall Recap
7
ACADEMICS
7
US Criminology, MS Scientific Method, LS BUILD
15
Senior Spotlight
SHREK THE MUSICAL
41
ARTS
47
47
Fall Highlights
COPYRIGHTED 2017 BY FRANKLIN ROAD ACADEMY. Franklin Road Academy does not discriminate on the basis of race, color, nationality, religion, or ethnic origin, or the administration of its educational and admission policies, scholarships, athletic, and other school-administered programs. Franklin Road Academy is accredited by the Southern Association of Colleges and Schools and the Southern Association of Independent Schools. The 4700 is a bi-annual publication of the communications office. EDITOR / Leah Davis Glenn. CREATIVE DIRECTOR / Courtney Williams. PHOTO CREDITS / Jessica McIntosh, Mike Straisinger, Kianush Dixon, Jill Johnson, Peyton Hoge, Ross Bolen, Michelle Medes. CONTRIBUTING WRITERS / Jay Salato, Sarah Ellen Shewmake, Allison Self, Arteen Poori, Jeremiah Greer, Sabrina LaFaye, Jeff Wiser, Kelly Klingbeil, Angelica Marsh, Rafael and Karla Calderon.
4700 MY FRA STORY
F E AT U R E
19
TURNER FELLOWS
My FRA Story
L S F I E L D D AY
EVENTS
55
33
19
SPIRITUAL & SERVICE LIFE
31
Service Saturday
33
Turner Fellows
CLASS NOTES
56
Community Tailgate, Ice Cream Social, Solar Eclipse, Lower School Field Day, Homecoming, Grandparents Day, Panther Pals, Shrek Red Carpet Event, Kindergarten Thanksgiving, Come See Santa
ALUMNI
63
63
Class Notes
67
Births, Weddings, In Memory
69
Event Highlights
73
Donor Spotlight
welcome to mily! the Franklin Road Academy welcomed outstanding new faculty to our community this fall. These exceptional educators bring experience, education, and a passion for FRA’s mission to provide a challenging educational experience within an inclusive Christian community.
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F E AT U R E
Matt Bartha UPPER SCHOOL MATH TEACHER AND MATH DEPARTMENT CHAIR
Bartha’s teaching experience includes serving as a grade level chair, curriculum lead, math coach, curriculum specialist, and academic dean, and, outside of the classroom, he has experience as a student ambassador, coordinator, and soccer coach. Bartha has a bachelor’s degree in pure mathematics from Whitman College and a master’s degree in secondary mathematics from Johns Hopkins University.
Sonia Brady
Claire Coward
UPPER SCHOOL SCIENCE TEACHER
UPPER SCHOOL ENGLISH TEACHER
Brady has served as a scientist teaching fellow in Metro Nashville schools and has worked as a teaching assistant at the university level. She is a summa cum laude graduate in engineering science at Trinity University and recently completed her Ph.D. in chemical and biomolecular engineering from Vanderbilt University. In addition to her teaching role, she also assists with the Science Olympiad team and the track and field program.
Prior to coming to FRA , Coward spent the past year as a teaching fellow at Wesleyan School in Atlanta. She is a summa cum laude graduate of Clemson University, where she earned her degrees in English and history.
Beth Burke
Ally Gann
PRE-KINDERGARTEN TEACHER
DIRECTOR OF AFTER SCHOOL PROGRAMS
Burke has multiple years of experience in a variety of grade levels across numerous school settings, including independent Christian schools. She has a bachelor’s degree in elementary education from Lipscomb University.
Gann comes to FRA from Fellowship Bible Church in Brentwood, where she was the director of fellowship kids. A graduate of Centenary College in Louisiana, she has years of experience working at camps and with wilderness camp programs.
Jackie Cascarano
Gwen Harding
COLLEGE COUNSELOR
PRE-KINDERGARTEN ASSISTANT
Cascarano’s counseling experience includes tenures as a career counselor at Notre Dame University and Vanderbilt University Law School, where she mentored students on self-assessment, professional skills, goal setting, leadership development, and interview strategy. She is a cum laude graduate from the University of Pennsylvania and has a juris doctorate degree from the University of Michigan.
Harding has a bachelor’s degree in business administration from Clark Atlanta University and a master’s degree in business from Troy University. After being a new family to FRA , she loved the community so much that she decided to come to work full time.
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Kim Henderson
Doug Newman
LOWER SCHOOL ASPIRE COORDINATOR
VARSITY WRESTLING COACH
Henderson has a master’s degree in special education from Regent University and a bachelor’s degree in elementary education from Oral Roberts University, where she graduated summa cum laude. She recently relocated back to Nashville from Huntsville, Alabama, where she served as educational interventionist and director of assessment at Valley Fellowship Christian Academy.
Newman’s career spans 46 years, including tenures at Pearl Cohn High School, Goodlettsville High School, and Hillwood High School, and during his career, he has trained 24 state medalists and one state champion. He has his bachelor’s degree in education science from Austin Peay University and his master’s degree in education administration and supervision from Tennessee State University.
Kelly Klingbeil
Brandon Otts
SIXTH GRADE SCIENCE TEACHER
LOWER SCHOOL P.E. TEACHER
Klingbeil spent 11 years at St. Agnes/St. Dominic in Memphis, Tennessee, and she has significant experience integrating design thinking and applied technologies into her classrooms. She is also assisting with the middle school robotics program. Klingbeil has her bachelor's degree in psychology and human development from Christian Brothers University.
A graduate and standout decathlete at the University of Alabama, Otts also supports our athletics department as assistant varsity volleyball coach, assistant middle school boys basketball coach, and assistant varsity track and field coach. He most recently served as a P.E. teacher at Atlanta Girls School in Atlanta, Georgia, and has years of experience in Nashville independent schools.
Cara McFarland
Bethany Patel
SIXTH GRADE MATH TEACHER
LOWER SCHOOL COUNSELOR
McFarland is a graduate of the University of Mississippi, where she earned her bachelor’s degree in education. Most recently, she taught sixth grade at West End Middle Prep, and during her five-year teaching career, she has received multiple awards for largest amount of student growth. McFarland also serves in our athletics department as assistant varsity girls soccer coach.
Patel has a bachelor’s degree from the University of Tennessee – Knoxville and a master’s degree in human development counseling from Vanderbilt University. She also holds a board certified behavioral analyst certification from Lipscomb University. Patel has worked as a school counselor, a behavioral specialist, and a private therapist across multiple settings.
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Kristen Powers
Kate Wade
FOURTH GRADE TEACHER
MIDDLE SCHOOL HEART TO HEART TEACHER
Powers holds a master’s degree in elementary education from Lesley University in Cambridge, Massachusetts, and a bachelor’s degree in sociology from Saint Anselm College in Manchester, New Hampshire. Most recently, she served as a third grade STEM teacher at Glenellen Elementary in Clarksville, and she has experience as both teacher and curriculum lead instructor in multiple lower school grade levels.
Wade has a master’s degree in special education and has years of experience working with various student populations, most recently as a special education teacher in Austin, Texas. Outside of the classroom, she will also assist with the middle school cross country and winter varsity cheer teams.
Julie Riggar
Danielle Walters
UPPER SCHOOL HISTORY TEACHER
MIDDLE SCHOOL FRENCH TEACHER
Riggar most recently worked at Hume Fogg Academic Magnet School, where she taught courses in government, world history, AP US history, and sociology. During that time, she also pioneered the AP Art History Curriculum and was named teacher of the year. Riggar has her bachelor’s and master’s degrees from the University of Virginia. She will also lead FRA’s Model UN and Youth Legislature programs.
Walters has a Ph.D. in romance languages in a dual Spanish/French program from the University of Georgia and a master’s degree in French literature from the University of Tennessee. She most recently worked at Lipscomb University, where she found her passion of working with adolescents while serving as a tutor for middle and upper school students.
Lynn Schroek
Marian Wayland
PRE-KINDERGARTEN TEACHER
PRE-KINDERGARTEN TEACHER ASSISTANT
Schroek holds a bachelor’s degree in childhood education from Xavier University and a master’s of education in reading specialty from Lipscomb University, and she has teaching experience in both Nashville and Cincinnati, Ohio. She will also serve in the athletics department as assistant middle school soccer coach.
A 2013 graduate of FRA , Wayland is a graduate of the University of Tennessee at Chattanooga and is currently pursuing her master’s degree from Lipscomb University.
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advancement & finance Eric Adams DEVELOPMENT OFFICER/ DIRECTOR OF ANNUAL FUND
Adams’ fundraising experience includes serving as the director of patron engagement at the Nashville Symphony, and most recently, he worked as the senior director of annual giving at YMCA of Middle Tennessee, where he oversaw the planning, oversight, and implementation of the organization’s $5 million annual giving campaign. Adams has a bachelor’s degree in communications from Central Connecticut State University and a master’s degree in business administration from the University of Memphis.
Caroline D’Andrea COMMUNICATIONS COORDINATOR/ GRAPHIC DESIGNER
D’Andrea has a bachelor’s degree in business administration in entrepreneurship and a bachelor’s degree in studio art from Belmont University, and most recently, she has been assisting the communications department as a freelance graphic designer. She will also serve in the athletics department as assistant girls lacrosse coach.
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Tara Murphy CONTROLLER
Murphy is a certified accountant with more than 20 years of experience and has served in public accounting and, most recently, at a healthcare company. She is a graduate of Lipscomb University, where she received her bachelor’s degree in professional accountancy and management, and is a member of the Tennessee Society of CPAs and the American Institute of Certified Public Accountants.
faculty fellows
Callahan Kent
Grace Taylor
FACULTY FELLOW - SIXTH GRADE MATH
FACULTY FELLOW - FIFTH GRADE ENGLISH
Kent is a recent graduate of Vanderbilt University, where she received her degree in organizational development. A four-year member of the Vanderbilt lacrosse team, Callahan is also the girls lacrosse coach.
Taylor is a recent graduate of the University of Mississippi, where she received her degree in elementary/ middle school education. She spent her student teaching experience in the sixth grade social studies classroom.
Will McCauley
Jarrett Whitworth
FACULTY FELLOW - UPPER SCHOOL ENGLISH
FACULTY FELLOW - UPPER SCHOOL MATH
McCauley is a recent graduate of Wheaton College, where he earned his bachelor’s degree in English. An All-American swimmer, he assists the swimming, cross country, and track teams.
Whitworth is a recent graduate of the University of North Carolina at Chapel Hill, where he received his degree in physics. After graduation, he spent time working in a lab before focusing his efforts on teaching. Outside of the classroom, Whitworth assists with the football, wrestling, and baseball teams, bringing his experience of building spirit and enthusiasm from his time as the UNC mascot.
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One of the great things about FRA is the opportunity for faculty in non-teaching positions to use their expertise in a field to teach a class as a way to get to know our students better, which enhances the FRA culture. Because of that, the criminology class in the upper school was actually 33 years in the making.
BY
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JEFF WISER, upper school criminology teacher & director of security
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ACADEMICS
expertise in law enforcement to teach students some of the more interesting things about the criminology process while getting to know the students on a more personal level.
Guest Speakers and Roundtable Discussions During the course of my career in law enforcement, I have had the opportunity to work with some of the best in the field. When it came to giving students a firsthand glimpse of different parts of the field, using these Before joining the FRA community as the director
resources to talk with the class has been immeasurable.
of safety and security, I spent 33 years in law
I brought in a female detective to discuss the role of
enforcement – eight years in Dallas and 25 years in
women in law enforcement, a secret service agent who
Nashville – with 23 of those 25 years as a detective.
was in New York City during the 9/11 attacks to talk
I spent years in homicide, internal affairs, domestic
about his unique perspective of seeing the Twin Towers
violence, and the last eight years was in sex abuse,
fall – the smells and sights of that terrible event, and a
specializing in crimes against children. So, with that
zone officer who was a first responder of the shooting
background, I had quite a detailed knowledge in
at a nearby mall to discuss the process of that type of
investigation, which was my passion.
incident. Students have also been able to try on police gear and other equipment to see what it physically
In my new role on campus, it really felt like family
feels like.
from the very beginning, and before long, teachers started asking me to come to their classrooms to talk
About halfway through the class, I realized the one thing
with their students about things that were relevant to
the class was missing was really open communication
what they were studying. I would talk to them about
between the students, so we began to have frequent
my experiences and how it related to their topics, and I
roundtable discussions on various topics. Students could
found that I really enjoyed working with the students
bring in any relevant topic, from something they saw
in those classes. I wanted to get more involved; I wanted to have a direct impact on the students. I decided to approach the administration with the proposal of teaching a criminology class, where I could use my
The students could bring in any relevant topic from something they saw on the news to an article that pertains to their lives, and we would just talk.
on the news to an article that pertains to their lives, and we would just talk. The classroom became a place where students felt comfortable expressing their thoughts and feelings and safe enough to be open and honest about the topics.
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Hands-On Experiences This class is more than reading and studying a textbook. We use hands-on experiences to show the students what different scenarios look like and the importance of each of them. We have done a mock crime scene, where we learned about the importance of contamination, including a discussion on how every step taken during an investigation could contaminate the whole scene and how photographing every single thing can ensure that nothing gets overlooked. We also stressed the importance of processing and studying the scene. In the crime scene, there was a golf club with two strands of hair, and our students were challenged to make sure nothing was left behind, because one strand of hair can break a case.
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Students also learned the history and process of finger printing, which, to their surprise, taught them that picking up a glass can leave an abundance of evidence. We dusted glasses, using the tape to lift the dust, and put it on a card to show the finger prints, and talked about how many points it takes to get a good piece of evidence from a small print. Students have also participated in the interview and interrogation process. As part of the crime scene, we had Coach Bill Whittemore, who was considered either a suspect or witness, come in to be interviewed by our students. Students questioned him to determine if he was a suspect or a witness, and this allowed us to differentiate between interviewing and interrogating, talk about the Fourth Amendment, the Miranda warnings, and when to invoke Miranda rights.
Students questioned him to determine if he was a suspect or a witness, and this allowed us to differentiate between interviewing and interrogating, talk about the Fourth Amendment, the Miranda warnings, and when to invoke Miranda rights.
Case Studies and Documentaries We were able to use what we learned through those hands-on experiences to discuss some of the more well-known case studies and documentaries. One of the more fascinating ones we watched was the OJ Simpson Trial Documentary. That case illustrated and confirmed the importance of documenting everything and that, during a jury trial, any missed piece of evidence can and will show up. After watching the documentary, we spent a week dissecting it, focusing on three main parts – OJ Simpson the person; the actual murder and investigation, which included what the detectives did right and wrong; and the actual trial, including what they perceived from it, the deliberations, the defense attorneys, and the prosecutors. They then wrote an essay about what they learned. Intangible Takeaways
Many students study the Constitution in middle school, and I wanted to revisit it and talk about its applicability as well as our responsibility as citizens. And, along with that, one of my main goals of the class was to put a face on law enforcement. Like all citizens, police officers have families, work, hobbies, and passions. As with most professions, those in law enforcement have to be able to communicate with people and use psychology and sociology in their line of work. My hope is that, through this class, students gain the overall perspective of law enforcement and the many different aspects that go into the profession. This class will continue to evolve over time, and I hope students
While the hands-on experiences, discussions, and
who take the class can take with them both the tangible
research provide great experience, one thing I really
abilities as well as the intangible lessons they have
wanted the students to study was the Constitution.
learned from this class.
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How many times have you found yourself in a store aisle staring at all of the different varieties of products available? All you need is a roll of paper towels, yet, here you are, staring at the Mega Roll, the Ultra Roll, and the Select-ASize. Then, you have all of the different brands. Is the Brawny worth the extra money? Is Bounty really the “quicker picker upper,” or can you save a few bucks by buying the store brand? The sixth grade science students were on a mission to answer those questions. After learning about the metric system and scientific method, groups of students were challenged to design their own experiment that would give them quantitative data and allow them to finally settle the store brand vs. name brand battle.
EXPERIENTIAL LEARNING in the Science Lab BY
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KELLY KLINGBEIL, middle school sixth grade teacher
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This experiential learning project allows students to go beyond traditional learning methods and immerse themselves into a real-world problem, which allows students to learn science the same way professionals do every day—by doing, sharing, and improving. Allowing students to work in a hands-on collaborative environment to solve real problems eliminates the old adage of “When are we ever going to use this?” because students are able to see themselves using their own gained knowledge to answer realworld problems on a daily basis. Allowing students to identify the problem to be solved and the steps necessary to solve it gives them ownership and a vested interest in the project. In this particular project, students received a letter from the fictional Get-Mart CEO, in which he asked for their help in developing proof that his store brand products were just as good, if not better, than the name brand versions in an effort to increase sales identified
consumer products they wanted to test. Products chosen to be tested included paper towels, sandwich bags, disinfectant wipes, stain removers, microwave popcorn, toilet paper, school glue, and many others. After choosing a consumer product and researching the topic, students formed their hypotheses. They were then charged with designing an experiment that would test multiple name brand products against at least one store brand product in a minimum of two tests that would result in quantitative data. Many of the students had never realized how many varieties of the same product were available to shoppers. The week of product testing finally arrived, and middle school room 118 was transformed into the Consumer Reports Testing Facility. While one group created their own laundromat to test laundry detergents; another group was evaluating toilet paper strength by stacking brass weights on a length of Cottonelle; and yet another was filling
trash bags with rocks to test the strength of kitchen trash bags. One trio of students was testing the quality of microwave popcorn by popping it and counting the number of unpopped kernels remaining in the bags. On the last day of testing, this group needed just one more bag of popcorn to finalize their data. An unnamed member of the group ended up scorching it, resulting in an entire middle school building filled with the noxious aroma of burned popcorn and the forced evacuation of the class! Instead of being disgusted by the smell, I had several fifth graders run to the room excited about doing the same project next year. This real-world learning seems to have had a positive impact on all of the students, including future ones, despite the sometimes smelly conditions. To showcase their data, groups designed oral presentations and filmed commercials to hype the winning product. The oral presentations were given in class, and it was amazing to hear the
students’ summaries of their experiments and findings. They were truly invested in the project. After hearing the presentations, peers were able to respond with high-level feedback, such as asking about how the group ensured accurate data through the use of constants and control variables. Commercials were written, filmed, and edited in class and shown to a much larger audience. These mini-movies were made available to other students, faculty, and parents through a digital compilation of each group’s commercial. Students finally had tangible evidence of their project in a form that could help solve a question many consumers have, and, for those of you wondering, the store brand performed better than the name brand products in almost every experiment. Thanks to the sixth grade scientists and their experiential learning project, you can confidently save a few dollars while not compromising product quality!
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BUILDING NUMBER SENSE
in the Kindergarten Classroom BY
ANGELICA MARSH, lower school kindergarten teacher
As FRA’s kindergarten teachers, we want our students to leave the classroom with a strong sense of number, meaning a student’s fluidity and flexibility with numbers. We don’t want students to just be able to count and identify numbers, we want them to understand their relationship to one another, be able to perform mental math, and understand
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those numbers in real-world situations. We want our students composing and decomposing numbers every day. The hope is that if we get our students introduced to many strategies at an early age, they will understand that they have many ways to solve problems and can choose the best strategy that works for them. “Calculating with number sense,
as a mathematician, means having many strategies at your disposal, and looking to the numbers first, before choosing a strategy.” (Fosnot & Dolk) Our kindergarten students are using manipulatives in a handson way, playing games, and using multiple strategies to build number sense every day through a
program called BUILD. The BUILD program was first introduced three years ago when I attended a professional development session on math centers and what it could look like in the classroom. After hours of researching the best ways to develop a sense of number, I began trying this new differentiated program under the direction of Dr. Rick West. I worked side-by-side with Dr. West daily to determine what activities would be best for the students as I tried them. BUILD is an acronym that stands for B-buddy games, U-using manipulatives, I-independent work, L-learning about numbers, and D-do math with my teacher. Each student is then broken into differentiated tubs under each letter based on their sense of number. Students are either working on number tubs 1-20, 1-50, or 1-100+. Because it is differentiated, students are able to practice with numbers that are appropriate for their ability. We don’t just want students to go higher in numbers because they know numbers 1-20, we want them to grow deeper within the number tubs they are working on so they are able to mentally solve problems within that set of numbers. For example, just within number tubs 1-20, students are doing a variety of activities, including finding the missing part when given the whole and one part, breaking apart the numbers into tens and ones then showing it with an equation, understanding number relationships by one less and one more, and many other ways to build their sense of number. The program focuses on concepts like number bonds, tens frames, place value, bridging to the next 10, making equations and working with dot patterns for subitizing. Students are
BUILD is an acronym that stands for B-buddy games, U-using manipulatives, I-independent work, L-learning about numbers, and D-do math with my teacher. even solving word problems that are differentiated to their mathematical thinking in their math journals and showing how they got their answer six different ways. Dr. West has played a vital role in the continued success of BUILD as he has been a part of the kindergarten BUILD time every year in the classrooms helping students grow their sense of number while the teachers meet with students for their differentiated math groups.
I have also been able to present the BUILD program to conferences, including TAIS, LEAD conference, and STLinSTL. The growing interest in the program has allowed me to work with teachers in other schools around the country to implement it into their classrooms, and for that I am thankful.
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SENIO R SP OT L I G H T
M A D IS Y N BR O WN If I’m not in the classroom, you can find me… In the college counseling room. My biggest passion is… wildlife and conservation. I have always loved animals, but it wasn’t until recently that I understood the importance of a healthy environment for their survival. And it has been my passion… my entire life. As a little kid you could always find me in the woods, at the pond, or in the creek looking for any little critters I could find. My passion became more defined when I began to learn more about the environment and
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the purpose and goal of conservation. Last year I volunteered at Project Survival’s Cat Haven during Interim and saw up close and personal people working to conserve endangered cat species. Cat Haven is home to cheetahs, African lions, Bengal tigers, snow leopards, jaguars, and many other endangered species. Working with these animals made me realize how incredible these species are and how it is ultimately up to us to save them. This summer I went on a study abroad to South Africa and got to do even more work with endangered species in many different settings. During a week on the Makalai game reserve, I got to take data on and observe the African elephant in its natural habitat while also getting to see giraffes, zebras, wildebeest, impalas, lions, leopards, and much more African wildlife. I then got to help gather data on local endangered/vulnerable shark species by collecting shark eggs followed by a couple of shark dives. All of these experiences helped me see and understand my passion in a way I never have before. The world is an amazing place with amazing creatures that need our protection, and I feel that it is my job to do that. My dream job would be to…. do something that would allow me to travel the world while raising awareness and helping to conserve endangered species to make a lasting victory on their behalf. After graduation, I plan to… study environmental science and possibly ecology. The person who has taught me most at FRA is… Mrs. Adkins. She has always been a very helpful teacher, but it was this year in particular that she has made the biggest impact in my life as one of my
advisors. On the first day of school, she heard me talking about how I wanted to do environmental studies when I got to college and how I wished we had an environmental science class here. She then took it upon herself to help me make an independent study for AP environmental science even though it would mean a lot of extra work on her part. She has taught me not only about how important it is to be green but also how important it is to go the extra mile and to work hard—as that might make all the difference in the long run. My most memorable experience/moment at FRA is… Interim. I have loved Interim every year so far, and each experience has been unique to the others and very very fun. One of the most memorable times on Interim was my freshmen year. I interned at the Nashville Zoo with my friends Lily and Hayley. It was our last day, and Lily got peed on by a tiger. My biggest accomplishment during my time at FRA has been… my grades. My grades have improved significantly as I have gotten older and acquired better work ethic. I find that, especially this year, it is exceptionally difficult to keep up with all my school work, so making good grades is even more of an accomplishment for me. I love FRA because… whenever I am here I feel like I’m at home. I have made the best friends in the world at this school, and they make FRA a place where I am happy.
FUN FACTS Q Q Q Q
How long have you attended FRA?
A 13 years
What is your favorite thing to eat in the cafeteria? What is your hidden talent?
A Chicken picatta and pesto pasta
A Photography
If you could be a teacher for a day, what would you teach?
A Biology
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ERI C S TOX S T I L L-D IG G S If I’m not in the classroom, you can find me… on the football field, track, weight room, my house, or church. My biggest passion is… helping others. And that passion began when/how… when I was a kid. We did not have much, and many people helped us out while I was growing up. That has inspired me to live my life selflessly. My dream job would be to… play in the NFL or work on Wall Street. After graduation, I plan to… go to Cornell University, play football, and study finance. The person who has taught me most at FRA is… Coach Tucker because he has continuously challenged me physically, spiritually, and mentally throughout my time at FRA . He has made me step out of my shell, which has helped me become a better leader throughout our community. My most memorable experience/moment at FRA is… my sophomore year when our football team went 11-1. That team was special because of the way our seniors chose to lead selflessly and treat everybody equally, from the freshman on up. My biggest accomplishment during my time at FRA has been… placing 4th place in the 110m hurdles last year. I love FRA because… of the people. The way the students treat each other and how the faculty genuinely cares about each student is unbelievable. It truly is a FRAmily. FRA always encourages its students to get involved in as much as possible, and they make a way for each student to do that. FRA has allowed me to challenge myself in the classroom with multiple honors and AP classes, while also playing multiple sports and being part of multiple clubs.
FUN FACTS Q Q Q
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How long have you attended FRA? What is your hidden talent?
A 6 years
A I can sing.
If you could be a teacher for a day, what would you teach?
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A Algebra
FUN FACTS Q Q Q
A Since my junior year. A Passionate, empathetic, introspective
How long have you attended FRA? Describe yourself in three words. What is your hidden talent?
A I play the ukulele.
K AT H ER I N E H OL M A N If I’m not in the classroom, you can find me… hovering over a piano in one of the practice rooms or frolicking around the stage. My biggest passion is… theatre. And that passion began when/how… when I was five years old. I was out to dinner with my family, and as my parents prepared to leave, an open-mic karaoke opened up. I hopped up on stage singing the song “Raindrops Keep Falling on My Head.” My dream job would be to… open a community theatre and make it accessible to people of all ages and abilities. After graduation, I plan to… study musical theatre in college. The person who has taught me most at FRA is… Senora Moix, who taught me to work hard and things will get better over time. My most memorable experience/moment at FRA is… the first time the cast of Working performed with the live band. Tears welled up in my eyes because it was a surreal moment feeling at home in the theatre FRAmily. My biggest accomplishment during my time at FRA has been… gaining meaningful, close relationships with my teachers. I love FRA because… the lighthearted, joking nature of my classmates. I love my class.
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My Story
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F E AT U R E
SABRINA LAFAYE '19 To me, school is a home away from home, a place of sanctuary and growth. School is a place that expands the mind with challenges and lends a supportive hand. I love my home away from home, Franklin Road Academy.
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My FRA story began in third grade. At my previous school, I thrived in a warm community, daily social skill lessons, and spiritual atmosphere, but as I became older, and finger painting transitioned into core curriculum such as English, school became a dreaded place. After recognizing my apprehensiveness toward reading, my parents hired a tutor, which did not generate substantial results. At this point, my very concerned parents searched for a school to not only continue providing me with a nurturing community, but also to provide helpful services for my learning disability, later identified as dyslexia. Before we put a name to my reading troubles, I thought something was wrong with me. I did not like books the way my friends and cousins liked them. I was angry; angry at the words for moving around on the page or angry when the pages would flash the obnoxious green and purple colors they test you with at the eye doctor. In elementary school, I was frightened to be called on to read in class because I read much slower with my nose almost touching the textbook in order to see the crisp lines of the text and focus on each word so I would not skip a line. I felt embarrassed and uninterested in school. During my parents’ quest for the best school for me, FRA made the list, checking all our boxes in community, academics, athletics, and co-curricular opportunities.
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The eureka moment occurred after a conversation with Dr. Frawley, who promised my family a coordinated support plan allowing me to access the curriculum despite my learning differences within the classroom in an inclusive way. I am a living testament to this promise. I may have been the slowest reader, but FRA invited me to be in Math Club, which boosted my confidence. At the time, the current ASPIRE program, a designated space and group of advisors for kids with learning differences or struggling, overwhelmed students, did not exist. Instead, Dr. Frawley, the head of student learning services, met with me twice a week, observing my reading and study habits, recommending study skills, and regularly discussing my progress with my parents, rightfully earning him the title, my first guardian angel.
of learning and thinking beyond the material given. He challenged me, nurtured me, and inspired me to learn. He honored me with the sixth grade literature award, which changed my life. I am dyslexic, but my lack of proficient reading skills did not hinder my creative writing skills.
My second guardian angel was my middle school advisor and eighth grade literature teacher, Mrs. Shaune Blevins. As a fifth grader, I was frightened by Mrs. Blevins. She was a seriously tough cookie who handed out detentions left and right. Throughout the years, our relationship grew, and she became my person — the person I spoke to about anything from homework to frustrating girl drama. At the end of my eighth grade year, Mrs. Blevins gave me a Horton-Hears-A-Who book and stuffed animal, as Dr. Seuss is one of her all-time favorite authors. She explained the reason she chose Horton; because we both have the ability to see, believe, and fight for a speck. She engaged me, encouraged me, and gave me confidence which will last a lifetime.
Currently, I am a junior. I participate in our school Lit Mag, Science Olympiad, student council, Best Buddies, track and field, and all things related to the visual arts. Though in middle school I was not a proficient reader, I am now a member of the National Honor Society and am succeeding in AP Language. My supportive parents have spent incredible time and effort guiding me as a person, and FRA’s contributions have significantly impacted my journey in many positive ways.
Two years before Mrs. Blevins, I had another influential teacher, Mr. Brasel, my sixth grade literature teacher. He opened my eyes to connect elements of all aspects
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By ninth grade, my super unorganized but creative essays needed more helping hands. Mrs. Vance, my ninth grade English teacher, guided me through— transitioning my excessivelydescriptive thoughts into clear and concise sentences. Bouncing ideas off Miss Conners, the writing center coordinator, and consulting with Mrs. Vance became part of my routine. It is fantastic to have these resources available with care and personal connection.
By senior year, I will have been a part of the FRAmily for 10 years. I may spend a few more hours on homework than others, but I do not focus on that. I have accepted my dyslexia, because somehow, I believe it contributes to an even larger aspect of my being, my creativity. I am incredibly grateful for all the time people at FRA have invested in
me: Dr. Frawley demonstrated how to use a ruler to follow each line while reading to keep me on course and focused. Miss Westerbeck walked me through reorganizing my binder and organizing my lessons in a fashion which I could understand. Mrs. Blevins incorporated art into her class, which allowed me to fully express what my jumbled writing tried to say. Mr. Brasel inspired me to think of literature in a conceptual and metaphoric way. And Miss Conners helps me recognize and transform my creative writing into understandable essays. I love my guardian angels! Because of them, I love learning. As I look to the future, my interests are in medical illustration/animation, architecture, studio arts, robotics, and languages. Who knows what my career will eventually be, but one thing is certain—my Franklin Road Academy experience and relationships will travel with me forever.
LIGHT- HEARTED MOMENTS Sports have always been a big part of my life. Up until the fifth grade, I had trained competitively in both gymnastics and dance. However, on my return to school after the Christmas break of my fifth grade year, Coach Ferguson announced the sign-ups for spring sports, which included track. That day, I decided I wanted to try something new and be part of a school team for the first time in my life. My spontaneity was not all my own. On many occasions, teachers encouraged students to try multiple sports to broaden our horizons and possibly find a passion. I’ve been hooked on track ever since —from sprints, to high jump, to long jump, to medleys, and now pole vaulting. I owe that to the teachers
who assured me that it would be tough but not so rigorous to the point of losing its appeal, and that I would not feel excluded due to my lack of background in any sport. After that first year of track, I went on to juggle soccer from sixth grade until sophomore year, along with attempting both golf and basketball. This free-will and lack of fear to take a stab at new experiences carried into band where I established a profound appreciation for the orchestra after being introduced to music through Mr. Chandler’s perspective and learning to play flute with his instruction. The ability to join sports and extracurricular activities that I had never considered before is one of FRA’s amazing ways of engaging its students. Another one of my all-time favorites about FRA is its interim opportunity, which is the week before spring break when students experience hands-on learning in a nonclassroom setting—an international
art trip to Europe, a service trip to Jamaica, an immersion trip to France, or a soccer trip to England, what’s not to love! There are also local and domestic trips, including yoga and healthy living classes, touring Nashville’s historical sites, a photography road trip, a journalism convention in The Big Apple, or a biology trip to Hawaii. Every year, when the teachers roll out their trips, I always claim the first trip is the one I want to go on, but of course, that changes with the next presenter. Typically, I have about six number one choices. However, Hawaii was the ultimate! We were supposed to think on it and decide in a couple weeks, but I am pretty positive that I emailed Miss Feyes, my Biology teacher and the Hawaii trip coordinator, by the end of the week. That trip was euphoric. We were immersed in mesmerizing culture and unique ecosystems, and I fell deeper in love with life, learning, and God’s stunning creations. We had a tour guide, “Gregg with two
G’s,”who took us on hikes over old lava fields, up mountains to overlook the city, late night viewings of a lava spout, a tour of a farm that produces one of the world’s best coffee’s, Kona coffee, scored us a ride to the deepest part of the ocean surrounding the Islands to observe wild manta rays feeding on krill at night, and he let me stop at every fresh fruit hut to buy the world’s best papaya! Of course, the environment, people, and history were beautiful and captivating, but even the small moments like our car rides were filled with unforgettable discussions and debates. It was an experience I hold dearly to my heart. Bonus, I figured out my retirement location!
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JAY SALATO '03
"To whom much has been given, much is required." – Luke 12:48 Recently, at a 12-YearClub Luncheon with current FRA seniors, I shared this Bible verse. This story, my story, is one of many blessings and many gifts. Over my years at FRA, I have been blessed in so many ways, but only recently have I been able to reflect on how meaningful my time actually was in producing character and developing a philanthropic sentiment.
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My first memory of Franklin Road Academy, believe it or not, was in 1989. All I remember of my first day of pre-k4 was being petrified to enter the building. Well, that’s
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not true. I also remember the warm smile and comforting words of Frances Crenshaw. Interestingly enough, "Miss Frances," as she is still affectionately known by her students, still roams the halls of FRA, encouraging, nurturing, and inspiring young lives. Every time I see her, even as an adult fellow faculty member, I still receive the same hug and smile that I did almost 30 years ago when we entered each other’s lives for the first time. Another meaningful teacher in my life, strangely enough (or perhaps there’s nothing strange about it), is also still doing life-giving and important work at FRA. This is Leigh Brown '85 with whom I hope you are all very familiar. In one of her first years as a teacher, Leigh (it is still
difficult to call her Leigh) was my third grade teacher. Not only did she teach me how to read and write, but she also identified leadership skills in me at a young age. I have been growing into her self-fulfilling prophecy ever since. Not to mention I credit her with the ability to write down "my FRA story" in some sort of coherent fashion. Finally, as a "lifer" at FRA, I had countless impactful teachers and coaches throughout my middle school and high school years. What FRA gave me, though, that I appreciate the most was the opportunity to grow and progress at my own rate. As a senior, I played four sports and took four Advanced Placement classes. I do not know of many other schools that have the
offerings that FRA has, much less the encouraging teachers and selfless coaches who would share studentathletes and work together to ensure their success.
reason why you see so many alumni return to FRA to impact the next generation of young people like my good friend and fellow basketball coach, John Pierce.
This, of course, is one of the main reasons why I returned to FRA – the community, the culture, and the people. Though many of the faces have changed, some are still the same. Most importantly, however, the "heartbeat" of FRA remains the same. It is the reason why you see so many teachers stay to teach multiple generations of FRA families like my favorite math teacher, Coach Zab. It is the reason why you see so many impactful coaches stay in touch with their athletes years after graduation like my track coach and spiritual mentor, David Tucker. And it is the
As I looked around the room at the 12-Year-Club Luncheon, I saw dedicated FRA families. These are families who have given their time, talents, and treasure to make FRA a better place for future students, not just their own. Even more significantly, these are families who have given FRA their greatest treasures, their children, for 12, 13, 14, or even, 15 years! In a special moment at the luncheon, I came to the realization (as I noted in a short speech) that Mason Chambliss and Libby Weicker, two members of the 15-year club, started at FRA in the
exact same year I graduated, 2003. Interestingly enough (and I hope that this doesn’t embarrass him), John Pierce graduated in the same year I started, 1989. And now, John and I have the distinct privilege of coaching Mason in his senior year. While I will stop short of predicting that Mason will take over as head FRA basketball coach someday, it wouldn’t surprise me. At the very least, I know that Mason, Libby, and all of the graduates will come back to FRA, give back to FRA, and look back to FRA as a formative experience. It is impossible to graduate from FRA and not be changed. I know I was.
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JEREMIAH GREER '22
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My FRA story began in sixth grade, when my family moved to Nashville from Jackson, Tennessee. We looked at FRA and another school, and I, my sister, and my mom decided that FRA was where we wanted to go – there was just a different vibe here. Everyone was so happy, and we knew from the very beginning that it would be a good place to go to school.
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FRA didn’t waste any time welcoming us to the community. That summer, as soon as we moved to Nashville, there were already school-related things for me to do. I had a tour set up and a time to meet my middle school buddy and classmate Thatcher. So from the very beginning, I knew someone in my class and didn’t have to go to a new school without knowing anyone. It has never really been hard for me to make friends, but having friends from the start was big. And, that good vibe hasn’t left. Outside of the classroom, I participate in football and track, and in the past, I’ve also done basketball and soccer. I’ve made so many friends, and we enjoy hanging out and going to athletic events and just being together. Academically, I feel like the classes are challenging, but my teachers make it to where students can do the work and succeed. My favorite class in the middle school so far was probably Mrs. Anderson’s science class. Science had always been my favorite subject, and Mrs. Anderson always had hands-on projects that made the class fun. And this year, I’ve really enjoyed math. It wasn’t always my favorite class, but we have done a lot of activities that help us learn in a fun way.
Another thing I like about FRA is advisory. I didn’t have that in my last school, and it gives us a time every day to talk with our friends about relevant subjects. We can talk about our relationship with God, and it is good to know that we always have someone to talk to if we need it.
House. My sister is a freshman, and I remember her talking about how great that trip was.
Now that I am in the second semester of eighth grade, I look back and remember starting a new school in sixth grade and being a little scared of the eighth graders. I just remember how big they were compared to me, and now it makes me think about how far I’ve come and how I’ve grown up.
If I had one piece of advice for any students, it would be to try new things. If you have only done one thing your entire life, you never know where a new hobby could take you.
Being in eighth grade has its perks, like our upcoming trip to Washington, D.C.. Trip Week has always been fun – in seventh grade we went to Camp McDowell, which was our first overnight trip, and we had Greek Week in sixth grade and traveled around Tennessee and Alabama – but I’m really excited to see the National Mall and the White
As my time in middle school winds down, I’m looking forward to moving to upper school and the freedom it entails.
FRA has been by far the best school I have ever gone to. When I look back at my middle school experience, the one thing that stands out is the friendliness. People were nice at my old school, but here, you can make friends with anyone and everyone. The friendliness at FRA was what made me feel at home when I first got here, and it never stopped.
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SARAH ELLEN SHEWMAKE '06
My FRA story began when I was 12 years old. My family decided FRA might be the perfect fit for me as a student, and my grandfather was working at the school at the time. It was a win-win situation! With the help and guidance of the wonderful middle school dean, Dr. Fred Frawley, I joined the FRA community in the middle of my seventh grade year.
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I remember how traumatic the first day of school was, walking into the middle school office and meeting the buddy assigned to me. I was the new girl again, and I was painfully shy. My friend, Jacqueline Bracken, says I barely spoke for the first few months of my time at FRA. Thankfully, my story did not end there. Like many of the new students I teach now, I made friends quickly and found my place. I will never forget the way the teachers and staff welcomed me into the fold and the way my life changed for the better. I have many special memories from my time at FRA. When you have amazing teachers, they are often unforgettable. My academic experiences prepared me for college, and the teachers were the stars of the show. When moving to a new house this summer, I found the scrapbook we made for Mrs. Heiden’s English class. I treasure 27
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the writing and pictures I collected to this day. As a freshman during Interim week, I took Mr. Baker’s film class, and we watched classics including Alfred Hitchcock’s The Birds. I’ll never forget analyzing the film while being terrified at the same time. Mr. Baker’s English classes influenced me to study literature in college. Mrs. Maynard’s Old English rendition of The Canterbury Tales on the keyboard, Mr. Williams’ history lectures with recorder in hand, and Mr. Wagoner’s in-class guitar sessions are never too far from my mind. Although, like most students, academics weren’t the only memorable part of the school day. I joined Hands for Him led by Mrs. Malone my eighth grade year and can still sign the words to O Holy Night. I became a part of the Vocal Ensemble led by Mrs. Jewell and had the opportunity to sing on the historic Ryman stage. In eighth grade, our class traveled to New York City and visited Ground Zero the year after the World Trade Center was attacked. I even tried out for the spring musical my senior year. I had only one line in South Pacific, but it was definitely worth the experience. Even though I didn’t know it at the time, joining the middle school and varsity cheerleading squads may have been one of the most impactful co-curricular decisions of my time at FRA.
At FRA, there is a niche for everyone, and cheerleading was my mine. I loved being on the sidelines supporting my friends, traveling with the teams, and being part of school rivalries and championship games. Mrs. (Rideout) Moore, was one of my favorite cheerleading coaches, and now I call her friend and coworker. I didn’t know the impact cheerleading would have on my life after FRA. As a senior in high school, I took a chance and tried out for the Belmont University cheerleading squad. Feeling as though I had nothing to lose, I gave it my best shot and prayed. To my surprise, that fall I attended Belmont University with a cheerleading scholarship in hand! I am truly grateful to my Belmont coach, Lindsey Wheeley, for the amazing experience and opportunities I had as a college athlete. When I came to teach at FRA in 2007, it was only natural that I step in as a cheerleading coach. My story has come full circle. It is almost comical to look back at my seventh grade self and think that the new school I was joining would be the catalyst for my rewarding future. I draw on my experiences as the "new kid" to shepherd and welcome our new fifth graders into the middle school. Only God knows their plans and how this school will change their lives as it did mine.
ARTEEN POORI '27
I started FRA in pre-k5, and I love FRA. I am in third grade, and it is fun because we are upstairs with the fourth graders. Science is my favorite subject. Last year we made boats in STEM Lab, and this year we are making trains. The trains float on magnets, and they go really fast. STEM Lab is my favorite enrichment, but I like guidance, Spanish, library, and performing arts. My favorite show so far was the Christmas musical in kindergarten.
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Every day we do morning work, like being a writer and other things like wordly wise. And, we get to read whatever we want. I am reading Diary of a Wimpy Kid. It is my favorite series, and right now I’m reading The Getaway. I also like that sometimes we can work with partners. Since I started school, I have had a lot of the same people in my classes, and we have a lot of new students too. Really everyone is my friend, and Owen is my best friend. I think my friends will be friends forever. My favorite teacher was Mrs. Lifsey because she always read us books in a funny voice. All my teachers have been nice in all of my classes. Outside of school I do karate and soccer, and I come to lots of FRA events – like Shrek and basketball games. I’m excited for fourth grade because I’ll get to do things like open the doors for people and raise the flag in front of school. I really like FRA; it’s a great school.
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ALLISON SELF '96
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My FRA story has three parts – one as a student; one as a teacher; and one as a parent of FRA students. It is hard for me to believe that I have spent exactly half my life at Franklin Road Academy… four years as a student and 16 as a teacher! When I reflect upon my FRA experience as a whole, I can honestly say that much is still the same today as it was when my FRA story began. Sure the physical campus has grown and changed, but the most important part, the people, still have the same great characteristics that they had all those years ago. Each chapter of my FRA story contains a consistent theme…FAMILY!
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When I was a student here in the late nineties, I wasn’t the top scholar or athlete of my class. And I never received one of those coveted “BOOM” phone calls from Mr. Williams; however, he did teach me how to write one heck of an essay! Although, I was a very involved student who was part of a dynamic community where my teachers were committed to providing a loving and safe learning environment. They were dedicated to producing wellrounded students. I was so blessed to have many teachers who had a lasting impact on who I am today and who pushed me to be the best me I could be. Whether it was on the court, in the halls, or out in our community, I always felt that my strengths were recognized and that I was challenged and supported in areas where I needed to grow. Much like a family unit, I was loved well and always encouraged! I had so many great teachers, but one who sticks out the most is Coach Tucker. My dad passed away when I was young, and I really didn’t have a male influence in my life when I started my FRA journey as a freshman. I loved art, so I jumped at the chance to take the course my first semester. Coach Tucker took
me under his wing and allowed me to take every art course (and more) that he offered. A lot of art was completed in that little carriage house. But little did I know that his positive influence, spiritual guidance, and the investment he made in me would be the best masterpiece and leave a lasting impact on my life. Six years after graduating from high school, I was fresh out of graduate school with the opportunity to apply as a kindergarten teacher. As soon as I walked through the lower school office door for my interview, I knew this was the same special school I had attended. Needless to say, I was thrilled to come back to a place where I carried such fond memories. And, as a total bonus, many of my high school teachers were still here, and I was now getting the opportunity to be their colleague! As I enter my sixteenth year of teaching at FRA, I find myself just as supported in all aspects of my career as I did as that young graduate who was welcomed back with open arms. It’s hard for me to put into words exactly how I feel about my colleagues at FRA. When I say that they are my second family, I mean that with my whole being. The way our teachers take care of each other is hands down the symbol of love! I honestly feel like I have been through just about every milestone of my adult life with this special group of people right by my side. Not only have I been supported and challenged as a teacher during my tenure, but more importantly in my personal journey. The most recent chapter of my FRA story is one that is very special to me. In the past few years, I have become a parent to two enthusiastic FRA students. To experience the FRA community and involvement through the eyes of your children is absolutely indescribable! My son Garrett, who is in his first year at FRA, has far exceeded my
expectations as a parent as I have watched him embrace the culture of this community. He has been exposed to incredible experiences and has been loved and supported extremely well by his teachers, coaches, and peers. One particular experience that occurred early in the fall will forever hold a special place in my heart. Garrett came home from school asking for a “grown up” Bible and wanted to share conversation from his devotion time at school with me. As a parent it meant so much to me to see and hear about the impact that was being made on his heart from a spiritual perspective. I started asking my colleagues to find out which version of the Bible would be good for him based on what he was learning during those middle school devotions. The next Tuesday, Garrett opened his locker to find a Bible with a note attached that read, “Welcome to FRA! We are so glad you are here.” WOW!!! To this day, I still don’t know who went out of their way to think of my son, but little things like that make the FRA experience a BIG deal! I am forever grateful for the opportunities both of my children are being given daily at FRA. I can now say that my FRA journey has come full circle, and I couldn’t be more thankful to call this school my home.
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SERVICE S AT U R D AY
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SPIRITUAL & SERVICE LIFE
BUILDING COMMUNITY
This November, the FRA community came together for Service Saturday to raise awareness and participate in a service project for local and global hunger. We partnered with The Nashville Project and Rise Against Hunger to create and glaze bowls, decorate place mats, and make soups and bread in preparation for an Empty Bowls Dinner.
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MAKING MEMORIES AND MOVING FORWARD WITH NEW UNDERSTANDING
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During my Turner Fellowship, I was able to connect with people from various backgrounds and learn what it means to be a leader. I was able to take on tasks I normally would not perform, which helped me understand myself better. MAX BEAVERS The Salvation Army
Barefoot showed me that although everyone is different, whether it’s looks, ethnicity, or socioeconomic status, there is a place where no one is left out and is celebrated for their differences. ALEX MAY Barefoot Republic
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Beyond just the raw knowledge about gardening, I learned about working with volunteer groups and how to interact/ maximize their work efforts while also making it an enjoyable experience. CLAIRE LUTHY Nashville Food Project
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I am very thankful for this summer and the opportunity I was presented with. Although it was a lot of work and it can be hard working a full-time job, I would recommend applying to be a Turner Fellow to anyone who is interested in trying new things and being pushed out of your comfort zone. I met a lot of great people through this internship, and the bonds that were formed will hopefully be everlasting. KYLE CRUDELE Preston Taylor Ministries
I think having the responsibility of taking care of children and making sure they are safe and behaving was the most valuable thing. It taught me things I may need to know in the future and gave me a chance to prove that I can handle big responsibilities. It is a very friendly place with great people who work there. My boss even told me that I could have a job there next summer, and I can't wait! EMILY HERBERT First Steps
I was able to learn through firsthand experience about the diversity of people in our city and how everyone has their own background to contribute to our community. Also, in learning about and getting to know others, I was able to grasp a better understanding of myself. SARAH NANCE Bethlehem Center
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I loved getting to work with the kids and help to show love to them because that is something all kids need in their daily lives. ELIZABETH DAY Bethlehem Center
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I liked being a Turner Fellow because I enjoyed being around kids who have grown up differently than I did and learning more about that and understanding how important education is. CAROLINE CARTER Fannie Battle Day Home for Children Fall / Winter 2017 | 4700
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Through my Turner Fellowship, I got to see firsthand the impact a nonprofit can make by the work done behind the scenes. I got to spend each week planning events I knew would bring a smile to people's faces by promoting friendship and inclusion among everyone. The dedication and pure joy of the workers at Best Buddies was evident, and I was able to bring my own skills to the table and feel valued in the planning process of each event. JULIANNA ALEXANDER Best Buddies
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In just six short weeks, I learned so much about the Nashville community, poverty, fundraising, the digital literacy gap, and workplace dynamics. I now feel more comfortable in the work environment, and I left inspired by my coworkers’ drive and passion for their jobs and community. The staff at MOBC welcomed me with open arms, and I quickly fell in love with the place. I’m already planning opportunities to come back and serve and look forward to seeing where the lessons I’ve learned take me in the future. LAUREL DERNBACH Martha O’Bryan Center
I will forever cherish my summer at Preston Taylor Ministries and the wonderful children and adults I got to work with. I learned so much about the gift of working with children and now hope to pursue this passion on into my future. HAYLEY FULLER Preston Taylor Ministries
I was impacted by the Turner Fellowship and my agency in general because I learned many valuable life lessons, and I learned more about myself. LIBBY WEICKER Preston Taylor Ministries
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SPORTS ACCOLADES FA L L R E C A P 2 0 1 7
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AT H L E T I C S
TEAM ACCOMPLISHMENTS VARSITY GIRLS GOLF TEAM TSSAA DIVISION II-A STATE CHAMPIONS; TSSAA DIVISION II-A REGION CHAMPIONS VARSITY BOYS CROSS COUNTRY REGION CHAMPIONSHIP RUNNER UP; STATE CHAMPIONSHIP, 6TH PLACE VARSITY GIRLS CROSS COUNTRY STATE CHAMPIONSHIP, 7TH PLACE
JOSH HOLTSCHLAG
TZUNAMI POLITO
INDIVIDUAL ACCOMPLISHMENTS JOSH HOLTSCHLAG
Region Champion; State Tournament, 8th Place
ANGELINA CHAN
Region Champion; State Tournament, 3rd Place; 2nd Team All-State
TZUNAMI POLITO
Region Tournament, 3rd Place; State Tournament Runner Up; 1st Team All-State
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VOLLEYBALL HAYLEY FULLER
NICOLE WEST All-District
HAYLEY FULLER All-District
CLAIRE LUTHY All-District
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SOCCER
KATHRYN CARROLL
JULIA MONDELLI All-District
KATHRYN CARROLL All-District
TAYLOR SMITH All-District
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FOOTBALL
LANCE WILHOITE
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LANCE WILHOITE
Region Athlete of the Year; All-State
TYMON MITCHELL
Region Co-Defensive Player of the Year; All-State
KEVIN DONNELL All-Region
WATSON TANSIL All-Region; All-State
ERIC STOXSTILLDIGGS All-Region
RILEY SPEED All-Region
WILL WHEELER
2nd Team All-Region
JACK ARSTA
2nd Team All-Region
CROSS COUNTRY
ANDREW COX
J ROSS
2nd Team All-Region
ETHAN RHODEN
State Tournament, 11th Place; All-State
ANDREW COX
State Tournament, 6th Place; All-State
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arts 47
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ARTS
music
Cocoa & Carols Our middle and upper school students dazzled the audience with vocal, instrumental, and performing arts routines as they welcomed in the sights and sentiments of the Christmas season.
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Band & Choral Christmas Concerts The middle and upper school band and choir students displayed their talents in the Band Christmas Concert and the Choral Christmas Concert. Students beautifully played and sang Christmas melodies in these alwaysentertaining and special concerts.
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Kindergarten Christmas Chapel Kindergarten students presented a sweet Chapel telling the story of the birth of Jesus.
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visual arts
Fo u r t h G r a d e Pe r f o r m i n g A r t & Ta l e n t S h ow Fourth graders showcased their talents on stage before displaying their visual artwork in the annual art and talent show.
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Ta p e t e C o n t e s t a t C h e e kwo o d This October, 13 upper school students competed and won the Most Colorful Award at the Tapete contest at Cheekwood Botanical Gardens as part of the Annual Day of the Dead Celebration.
H o l i d ay M u r a l a t Po t t e r y B a r n In December, 12 of our advanced visual arts students were selected to paint a mural at the Pottery Barn in Green Hills. The wall, which was boarded up due to an accident, displayed a holiday theme for shoppers of the Christmas season.
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theater Shrek the Musical The heartwarming story of Shrek, Fiona, Donkey, and Lord Farquaad came to life through incredible music and beautiful storytelling as our upper school students presented the “greatest fairy tale never told.�
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EVENTS
A L L- C O M M U N I T Y TA I L G AT E More than 600 FRA community members attended the 3rd Annual All-Community Tailgate this August. Guests enjoyed delicious food, games, and wonderful fellowship before the FRA Blue Thunder Drum Line led them to the first home football game of the season.
ICE CREAM SOCIAL
Lower school families enjoyed the Ice Cream Social to kick off the 2017-18 school year.
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EVENTS
SOLAR ECLIPSE On August 21, FRA students and parents gathered on The Hill to watch the full solar eclipse.
L O W E R S C H O O L F I E L D D AY Lower school students enjoyed games and food during their annual fall field day.
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HOMECOMING FRA students (and teachers) went on a SaFRAri this Homecoming! Students dressed as zoo animals, zoo keepers, and tacky tourists, enjoyed decorating The Hill, and watched the Senior Parade. Seniors also took part in the tradition of welcoming families to campus at the main entrance. Congratulations to our Homecoming Court: freshman Katie Harnen, sophomore Sunny Kirschner, junior Paige Johnson, seniors Madisyn Brown and Lily Pierce, and Homecoming Queen Sheryl Garcia.
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G R A N D PA R E N T S D AY
This November, we welcomed more than 500 middle and lower school grandparents to campus for breakfast, special programs, and classroom visits, where they were able to see a day in the life of their grandchildren.
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PA N T H E R PA L S
Middle school students visited their lower school Panther Pals for fellowship and to make special Thanksgiving cards.
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SHREK RED CARPET EVENT On Opening Night of Shrek the Musical, guests were able to walk the red carpet, meet the characters, and enjoy some Shrek-tastic treats before enjoying the show.
PRE-KINDERGARTEN THANKSGIVING FEAST Pre-kindergarten students performed the annual Thanksgiving event, where they sang a few Thanksgiving songs and ate a Thanksgiving feast with their families. This concluded their lessons about the first Thanksgiving.
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C O M E S E E S A N TA
FRA families and friends came out to our annual Come See Santa event, where they met Santa and Mrs. Claus, wrote letters to Santa, and designed crafts.
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A L U M N I U P D AT E S
ALUMNI
class notes PICTURED / Riley Casey ‘17
PICTURED / Michael Heim ‘05
Photo Credit: Columbia University Athletics / Mike McLaughlin
Riley Casey ’17 is playing basketball at Columbia
LeBraun Premo ’07 visited the FRA Innovation
University where she earned her second consecutive Ivy
Lab and spoke to robotics students about his work as
League Rookie of the Week in December.
a programmer and showcased his racing drones. He is now collaborating with Dr. Weeks and assisting the FRA
Michael Heim ’05 is the commander of the
Robotics Club.
Military Intelligence Company assigned to the 70th Brigade Engineering Battalion at Ft. Wainwright in
Jake Conley ’15 recently presented his work
Fairbanks, Alaska.
at the Symposium on Space Innovations in Atlanta. He is a computer systems engineering students and software developer at the University of Georgia.
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ALUMNI
PICTURED / LeBraun Premo ‘07
PICTURED / FRA teammates Rob Marberry ’14 and Kenny Cooper ’16 playing together again at Lipscomb University. Pictured with Coaches John Pierce ’89 and Jay Salato ’03. Go Bisons!
PICTURED / Tripp Waller ’15 with FRA coaches Bill Whittemore, David Dawson, and Lebron Ferguson at the Army-Navy football game.
PICTURED / Jake Conley ‘15
Amelia Young ’13 is a reporter with the ABC affiliate station Eyewitness News WEHT WTVW in Evansville, Indiana reaching the Tri-State area of Indiana, Kentucky, and Illinois. Amelia writes, shoots, and edits all of her stories, and in just six months she has covered stories from becoming a firefighter for a day, murder scenes, standoffs, and talking to witnesses from the Las Vegas shooting. Currently, she’s working a case that's become the largest animal rescue in Kentucky. "In a world that's full of so many people questioning the media, I feel now is a time more important than ever to be a trusted and accurate journalist. So I strive to do that everyday!”
PICTURED / Amelia Young ‘13
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PICTURED / Nick Murphy ‘16
Nick Murphy ’16 is studying abroad in South America during his sophomore year at Pepperdine University.
PICTURED / Will Wade ‘01
After serving as head coach at UT Chattanooga and Virginia Commonwealth University, Will inaugural season as the LSU men’s basketball coach in November.
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Wade ’01 started his
PICTURED / Wyatt Maxwell ‘15
PICTURED / Katie Foster ‘13
Brian Meko ’13 shared his expertise on the community
award. Katie is working with Furman’s first College
garden service project at Bethlehem Center of Nashville. He
Advising Corps (CAC) cohort. CAC is the largest college
is a recent graduate of Elon University and was a leader in
access nonprofit in the nation and has recently expanded
the gardening program there.
into South Carolina with seven advisers. Katie serves Lewisville High School as a full time “near peer” college
Entrepreneur Wyatt
Maxwell ’15 started his own
adviser, helping students with applications, financial aid,
retail meat delivery business, Maxwell Meat Company.
and test preparation to promote first generation
The meat is locally sourced from family farms. You
college students.
can learn more about his 100% grass fed beef shop at maxwellmeatco.com.
Idine Mousavi ’13 recently moved to NYC and works as a Clinical Research Associate in the Department of
Katie Foster ’13 graduated in May as a Townes Scholar
Vascular Surgery at Mount Sinai Hospital in Manhattan’s
from Furman University with double majors in history
Upper East Side. He plans to attend medical school in the
and communication. She has a minor in Women’s, Gender
fall of 2019.
and Sexuality Studies where she received the department
ALUMNI, PARENTS OF ALUMNI, AND FORMER FACULTY
mark your calendars
ONE WEEKEND. FIVE EVENTS. COUNTLESS MEMORIES
2018
03
May 3-5
thursday
04
friday
05
1 pm FRA Golf Classic
11 am Hall of Excellence Luncheon
To register as a player or sponsor visit the website.
Luncheon & award presentation will be followed by Innovation Lab & campus tours.
5-7 pm Drinks & Hors D’Oeuvres All alumni are invited for drinks &
Hermitage Golf Course
honoring a distinguished alumni and a former faculty member
6-8 pm Family Cookout
Casual dinner & kid-friendly activities
saturday
hors d’oeuvres on the Turner Quad.
7:30 pm Class Reunions
1983 • 1988 • 1993 • 1998 • 2003 • 2008 • 2013
REGISTER ONLINE FranklinRoadAcademy.com/Alumni Fall / Winter 2017 | 4700
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PICTURED / Top to bottom, left to right: Julia Cleeton, Price children, Ian Northall Fisher pictured with big brother Quinn.
PICTURED / Left to right: Mattie Jackson Selecman, Megan Wisniewski & Mason Mingus.
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BIRTHS
IN MEMORY
Dan Cleeton ’00 and wife, Andrea, welcomed Julia Ann Cleeton on September 22, 2017.
Jessi Brown Price ’00 Asa, Allie Jean, and Avalynne Price – proud parents are Jessi and Brian Price.
Jacqueline Bracken Fisher ’06 and husband, Kiel, welcomed Ian Northall Fisher on September 4, 2017.
Norma Dodson former faculty
WEDDINGS
Mattie Jackson Selecman ’08 married Ben Selecman at her parents' home in Franklin, TN on October 7, 2017.
Megan Wisniewski ’13 and Mason Mingus ’13 married June 1, 2017.
FRA extends our prayers and sympathy to the family of Norma Dodson, who passed away on Saturday, August 5, 2017, after her courageous battle with cancer. Mrs. Dodson was a beloved member of the FRA community, especially to our lower school students and faculty. She was a classroom teacher in our kindergarten and pre-kindergarten programs, and she pioneered our Writing to Read and Writing to Write initiatives during her 29 years at FRA . Norma Dodson was a passionate educator, and she was loved by so many people at FRA .
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EVENTS
12-Year Club Luncheon Our 22 12-yr club members and their parents came together for a special luncheon to celebrate their time as Panthers.
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Homecoming
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Alumni Basketball Tournament
Legacy Breakfast Our 82 legacy students and their alumni parents enjoyed breakfast to kick off Homecoming Week.
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why I give Karla & Rafael Calderon PA R E N T S O F A L E X ’ 2 0 , R A F A ’ 2 9 & K A R O L I N A ’ 2 9
It has been great seeing global families like ours embrace the FRA culture. In other countries, the community is not as involved in the schools, and several global families have mentioned that they cannot believe how involved the teachers, staff, and parents are in school – how their best friends have become people from the school.
When we moved to Nashville 10 years ago, we visited several schools in the area, but there was something about FRA that stood out. We love about our school – the combination of academics, arts, athletics, spirituality, and service; the desire to develop a well-rounded, well-balanced child who is prepared for college and for life; and an environment where the values and morals we hold important, within our family, would be reiterated at school. We also loved the small student to teacher ratio and we wanted our children, and ourselves, to develop relationships with peers, parents, staff, and administrators that would follow them through the course of their education. FRA provides the full experience.
W
Our children are receiving the highest quality of academic education; they have exposure to the arts, athletic options to understand what it means to be part of a team; and they are learning how important it is to have a servant heart. They are building a strong spiritual foundation, while learning to respect and show acceptance for all religions and cultures. And, they are receiving these experiences from one place, where they can grow from pre-kindergarten through graduation on the same campus. That makes FRA more than a school; it is a place where, whether you are new family or one who has been here for years, can feel the sense of community and genuine care for one another. And, to us, that makes FRA unmatched in Nashville.
We began giving to FRA as a way to help fund the school’s mission, one that we strongly believe in; however, over time, it became much more than that. When you begin to see that mission help evolve, lead, and guide your children in their day-today lives, it goes from just “giving” to also “getting” in return. We give because we want to support the unique experience and environment that FRA provides our children during the most foundational points in their lives. We are lucky to have a globally diverse community made possible by philanthropic support, and we encourage all families to join us in FRA's culture of giving.
The Peach Orchard Hill Society is laying the foundation for future generations of FRA students. We would like to recognize and celebrate alumni and friends who have made provisions for FRA in their estate plans. If you have made a gift plan in support of FRA, or if you would like to become a member of the Peach Orchard Hill Society, please contact Jill Johnson at 615-369-4656.
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YOUR INVESTMENT IN
T H E AN N UAL F UN D EN SUR E S ...
SMALL CLASS SIZES
EXPERIENTIAL LEARNING FOR STUDENTS
OPPORTUNITIES FOR SPIRITUAL DEVELOPMENT
T HANK YOU Thank you to the 2017-18 donors to the Annual Fund, helping FRA fulfill its promise of providing a challenging education experience in an inclusive Christian environment.
WANT TO JOIN T HEM? Your support helps make FRA the extraordinary community our students love with the exceptional quality you have to come expect.
TO D ONAT E To make a donation, simply fill out and mail the attached envelope. You can also go to FranklinRoadAcademy.com and click on “Support.”
FranklinRoadAcademy.com
Nonprofit Org. U.S. Postage PAID Permit No. 1093 Nashville, TN
SUMMER CAMPS ENRICHMENTS • ATHLETICS • ACADEMICS
Save the Date FRIDAY, MARCH 2, 2018 Franklin Marriott Cool Springs
REGISTER TODAY at FRACamps.com