ASM TODAY SY 2016-2017
V WWW. ASM AD R ID. O R G
1
ASM TODAY WWW.ASMADRID.ORG
Editor-in-Chief Lisa Kerr Marketing and Communications Designer Ces Olondriz Alumni, Class of 2006
Calle AmĂŠrica, 3 Pozuelo de AlarcĂłn Madrid, 28224 Spain (+34) 917 40 19 00
Like facebook.com/madridschool Follow @schoolmadrid linkedin.com/company/ american-school-of-madrid Follow @schoolmadrid Follow pinterest.com/asmschool Follow American School of Madrid
2
A creative mindfullness activity
3
HEADMASTER
LEARNING FORWARD BEN WEINBERG
When I renovated my parents’ New England
(Above) Headmaster Ben Weinberg visiting third grade presentations
4
home in Maine, I found beautiful copybooks full of the copperplate handwriting practice from the 1880s. At that time, a good hand was the mark of an educated person. My father was a university professor. He taught American History and Literature at Harvard and later focused on American Legal History at Washington University in St. Louis. For him, knowledge was the focus of education. In his era, content was king.
His command of facts and events was phenomenal. However, today, in the time it would take him to fill and light his pipe, I could look up multiple sources from a variety of perspectives on any given topic. Today, it isn’t enough to know the facts, it’s what you can do with them that counts. We live in a time of fundamental and, at times, overwhelming change. A few years ago Cloud computing was listed as one of the top trends. Now we stream our movies, store our pictures and music, and collaborate on shared documents in the Cloud without a second thought. Twelve years ago, social media was an infant and Facebook was a university dorm-room project. Today, social media shapes the way we connect and get the news. The Middle School and Upper School Learning Commons was the last phase of the
TODAY, IT ISN’T ENOUGH TO KNOW THE FACTS, IT’S WHAT YOU CAN DO WITH THEM THAT COUNTS.
JESUS IRAVEDA JOINED US AS THE DIRECTOR OF ADMINISTRATION IN FEBRUARY 2017
What have you learned thus far this year in your new position?
previous facilities plan. This year, the ASM Board of Trustees and Educational Leadership Team have worked together to look at learning for and in the future and begin the conversation to inform the next long range planning initiative. Together, we read a book called Most Likely to Succeed which compares the learning experiences and school structures from the 19th and 20th century and compares them to the skills and understandings necessary for the future. Later in the year, a consultant worked with us to examine the characteristics of learning-focused schools. Our teaching staff has also been engaged in discussions about learning. Upper School teachers also read Most Likely to Succeed. Many participated in peer coaching cohorts and in other professional learning groups. During the year, internationally recognized experts such as Dr. Thomas Guskey, Erma Anderson, and Dr. Mary Ehrenworth and her colleagues from Columbia Teachers’ College worked with teachers on assessment, mathematics, reading, and writing focusing on instructional practices that prepares students for their future. Learning has been the focus for all members of the ASM community this year.
One of the things that surprised me the most during the first few months has been the open-door format in classes. During one of the Leadership Team meetings, April suggested we observe a class to see how the children were learning. I went to a science class where the students were analyzing different atmospheric phenomena reproducing their effects on a small scale. I was struck by the way the students and the teacher welcomed our presence in the classroom and shared what they were learning in class. It felt completely natural. I feel the school has an open door policy where there are no closed spaces and where with respect, education and a good approach you can access any stay. What have you learned about the ASM work place? I have worked in several companies and also in schools, but I had never worked in an American environment. For me it is a time for adapting to new ideas, but my perception is that
I am finding a lot of good people who are trying to make that adaptation easier. I have to thank my team for all the help they are giving me to better understand all the customs, the names, the way things work. What is different about the community? The ASM community is very active. It is very common to see parents participating in the activities of the school, volunteering with different groups and being part of other initiatives. This year, the “cafe” meetings with parents were numerous and the attendance at the Voices to Vision meetings was also significant. It is undoubtedly an active community that supports and cares for other members and remains attentive to what happens at school. This is a very positive thing because it also fosters an inclusive environment. Which is no small task considering that have to we work with more than 950 students, nearly 200 employees (contracted or subcontracted) and also with a very active and participative community of parents and family members. 5
Learning in a real world context.
The key role of teachers to mentor, motivate, and coach.
Learning from mistakes and failure.
COMMUNITY
Community, team, or group support.
LEARNING CONVERSATIONS BEN WEINBERG
As a school community we have begun a
wider conversation about learning that makes a difference, about the qualities and principles of learning that are and will be vital for our children to succeed in their future. The Educational Leadership Team hosted two sessions of World CafĂŠ style discussions with parents in a process and forum we called Voices to Vision. In June, we extended the sessions and hosted two staff and teacher sessions. In the fall of 2017, we will host student sessions.
THE VOICES TO VISION SESSIONS ARE AN OPPORTUNITY FOR MEMBERS OF THE ASM COMMUNITY TO INTERACT AND SHARE. 6
High expectations.
The Voices to Vision sessions are an opportunity for members of the ASM community to interact and share examples of learning that has made a difference in their lives as well as look ahead to the learning that is or will be critical for children. The conversations were open, insightful, and wide-ranging. It was a real privilege to listen in and gain deep insight into meaningful and lasting learning. The discussions from the first sessions highlighted the importance of:
Knowing yourself. Having a clear and meaningful purpose. Collaborative skills.
Perseverance and tenacity in pursuing goals.
Dealing with multiple perspectives.
The results of all these conversations will be distilled and condensed by a smaller group to develop a set of ASM learning beliefs or principles.
7
8
WE SEE DISRUPTION AS AN OPPORTUNITY.
BOARD OF TRUSTEES
RETHINKING LEARNING STEVE SCHAVER, PRESIDENT
We live in a disruptive time. A moment in
President of the Board, Steve Schaver with Class of 2017’s Juan Torres Iùiguez
history when change and technological innovation have reached a dizzying pace, and longstanding institutions, systems, and societal norms are all being challenged. Schools are no exception. Our educational system was largely designed over a hundred years ago, and change and technology have made aspects of the system irrelevant. For example, it no longer makes sense to have students memorize endless streams of facts, given unlimited information and data is available at a click. So, at ASM we are rethinking our model and analyzing all that we do. The Board and the academic leadership team are asking them-
selves questions like: What is the purpose of education? What is real learning? How do we foster real learning and simultaneously measure up to the reality of standardized testing required for admission into universities around the world? While those may appear to be simple questions, in the context of preparing our children to succeed as lifelong learners in the 21st century, the answers are complex. And, the answer today will most likely be quite different ten years from now. Although a core academic foundation in key subjects is still necessary, we are varying the routes we take to achieve real learning. A much stronger emphasis is being applied to critical thinking and creative problem solving. More and more self-directed and experiential type learning is being added to the curriculum. Teaching effective communication and collaboration skills are a clear priority in preparing our children to integrate successfully in the world that awaits. Disruption creates uneasiness, as it launches us into unchartered territory. It challenges everyone from teachers to administrators to the students themselves. We see disruption as an opportunity. An invigorating chance to reimagine our work, to inspire our students, and to assist them in finding their life passions. 9
A NEW DIRECTION
LEARNING MINDFULLY
ALEX, GR. 9 I wish we did a lot more mindful moments, because I find that very relaxing before we start the class. It also helps me transition between one way of thinking and the next. Math brain to English brain.
SANDRA STONEMAN HS ENGLISH AND YOGA/HEALTH TEACHER
A bell rings. Second graders close their eyes
and concentrate on their breathing. Fourth graders down the hall listen attentively to different sounds in the classroom. Sixth graders are standing on one leg balancing in Eagle Pose. Ninth grade students are making a list of what they are grateful for. Eleventh grade students are relaxing each body part before a test. Teachers are meeting after school to learn about different meditation practices. All over The American School of Madrid, students and teachers are practicing mindfulness. Mindfulness can be practiced in a variety of ways and is defined as “training in concentration and self-awareness that has been shown to support top performance and good mental
JAIME, GR. 5 Now I know how to focus a lot on something when I need to control my temper.
I LEARNED THAT MINDFULNESS SOMETIMES WHEN YOU ARE NERVOUS OR STRESSED THERE ARE MANY WAYS OF RELAXING. LACHLAR, GR. 2 I found [Mindfulness breathing] very helpful in sticky situations because when I get angry at my brother I go to my bedroom and do a FOFBOC.
10
health. Mindfulness is a form of mental training that develops sustained attention” (Mindfulness Foundation). What all the forms of mindfulness have in common is that they engage the parasympathetic nervous system so one can slow their heartbeat and their breathing. Just this short pause gives the brain a chance to “recharge” or “reset” allowing for more focus and a higher ability to process new information. Mindfulness has become increasingly popular in schools in the last ten years as teachers realize that we must teach life skills not just academic skills. An alarming increase in ADHD, anxiety and depression in young people, as prompted many schools to include
DYLAN, GR. 11 Mindfulness is like finding the calm in the storm of stress.
mindfulness in their wellness education programs. In the meta study published in Frontiers of Psychology in June 2014 they found that “mindfulness-based interventions for children and youths are able to significantly increase cognitive capacity of attending and learning” (Zenner et al. 18). Our students agree. Iris, a 5th grade student, said that “Mindfulness helps [her] to make better choices. It also calms [her] when [she] gets anxious or mad.” The American School of Madrid has recognized the benefits of this practice and with the help of volunteer mindfulness instructors, newly trained faculty and parent interest mindfulness continues to spread. Mindfulness is just one more tool that can help students focus their attention and calm their anxiety, creating a better learning community for all involved.
11
ACTIVITIES
ATHLETICS
12
CHEER IS AN INSPIRATIONAL TEAM SPORT IN WHICH WE LEARN HOW TO WORK TOGETHER AS A WHOLE RATHER THAN AS AN INDIVIDUAL. CAMILO VOLKWEIN MORILLAS
13
NICO, K2 I learned about letters that start with V. VAN!
WRITING CONTEST
KAYA, K3 I learned about sight words. They help you learn to write.
14
RAFA, K3 I learned about butterflies. I learned they have colors , they camouflage and protect themselves with insects.
CASSANDRA, GR. 8 I learned a lot about myself and taking actions about my decisions.
MOHAMED, GR.8 I learned how to cooperate with my classmates, I learned about independence and respect.
JAIME, GR. 8 I learned how to remove negative people from my life.
15
GR. 5 FIRST PLACE WINNER
PASSIONS SAMARA DENTON, GR. 5
I love ASM. It’s a school that really changed my life. It’s a really great school. I have new Passions. Writing! I can remember the feeling of my brain, buzzing with creativity. My hand holding the pen, moving it gracefully across the smooth paper. My fingers, touching the keyboard and feeling a connection. I wrote and wrote, feeling happiness grow like a little sprout. It feel’s like my life is a book, every moment a new word. I remember the black clarinet in my hands. It’s plastic felt nice and smooth. I lifted it up to my mouth, feeling the moist reed on my lips. I blew. A harmony of songs burst out of it. The songs danced around the room. I moved my fingers rapidly across the metal keys, sending notes bouncing around. ASM is a school, that really showed me new things. ■
16
WE ALL HAVE GIFTS, BUT IT IS NOT UNTIL WE PERCEIVE THEM, THAT THEY START WORKING IN YOU AND IN EVERYTHING THAT SURROUNDS YOU.
WHITE BUTTERFLIES ANA BAEZA, LOWER SCHOOL PE TEACHER
Ana, a superhero everyday.
This year of change, being new to Lower School, has made me more open to things I did not recognize before, even though they were happening all the time and working all the time, I did not see them. The more they occurred, the more I could use that awareness to learn, grow and be better. In late September, I experienced an explosion of kindness, inspiration and connection with 5KB. I was asked to speak to them about my flaws and defects. Around then, no “Wonder”, miracles started to happen, as my perception of many things changed. The origin was Asm. That whirlwind of magical kindness inspired me to be me, to see more through my
own eyes, something the little ones just DO. Teaching tiny people has made me not dismiss the little things, made me more open to hear, see, feel, smell and taste it all more. They have made me understand that being vulnerable, as children are, makes one beautiful, measures your bravery and that it is the way to live a wholehearted life. This way of living, as my little students do, is the birthplace of pure love, belonging, creativity, worthiness and joy, as well as fear and struggle…which we are all wired to experience, but being vulnerable as they are, lets one be seen, deeply seen and feel alive and enough. This year in Lower School felt like having my own special super powers; I guess that is why I started to wear super hero clothes at 42 to work… to my very own surprise. We all have gifts, but it is not until we perceive them, that they start working in you and in everything that surrounds you. Asm this year has been the playground of the miracles I have experienced and reached my heart directly. Like my 10 year old son says, “white butterflies, are much more than just white butterflies.” 17
GR. 6 FIRST PLACE WINNER
MAKE A CHANGE LUCIA CANDANO
I was told to write about the experiences or
activities that have inspired me most this year. For me, it wasn’t only a what, it was also a who. This year, Mr. Peterson has been very inspiring to me. My way of learning is not only what I learn, but how I learn it. Mr. Peterson has a very encouraging way of teaching the topic. He is probably the only teacher I know that could talk about an empty plastic bottle for one hour and yet never have me bored for even one second. His class was the only one in which I didn’t want to be at home, reading a book. Mr. Peterson has taught me with kindness and knowledge. I hope, that one day, I will be able to inspire kids as he has done to me. One assignment that really pierced me, was
GR. 10 FIRST PLACE WINNER
THE LEARNING CURVE OF LIFE
the modern day slavery, for humanities. This motivated me because a lot of people think that slavery ended in the eighteenth century, after ships stopped sending them. The truth, as I was shocked to discover, is that it occurs everyday. The worst part is that kids my age have to wake up at sunup to work really hard and get paid very badly. Kids have no choice, as they have to support their families, and they live the rest of their lives without education. I hate that people like us, don’t notice their privilege, and complain about homework, when they barely have enough to eat, let alone a comfortable life. I hope that people will stop being oblivious and notice what is happening in our world, because we only get one chance, and if we don’t do something about it, no one will. Thank You ASM, for inspiring me this year. ■
I HOPE, THAT ONE DAY, I WILL BE ABLE TO INSPIRE KIDS.
LUCY FERNEYHOUGH
Everything is learning. Learning is not mak-
ing the same mistake twice. Learning is manners, respect, and social customs. It is playing sports, making art or music. It is understanding math, language, and people. Learning can start with failure, but always ends with improvement. Learning is finally achieving your goal, acing a test, or getting a job. It can be hard or easy, clear or imperceptible. Learning can be automatic or sorely fought for. Learning is about more than long division or essays; learning is about growing. Everything we do is a learned behaviour; from how to say please and thank you, to where to put a comma in a 18
sentence. We are always growing and changing. Everyday we learn something new; maybe only small things, like how to spell a new word, or add fractions, but often big things as well. Every new situation forces us to learn. We learn how to act and respond to others. Sometimes things don’t go too well, and we learn from that too. Learning is a constant in life. Learning is growing, changing, and improving. The ability to learn is vital, and is the greatest tool for success that any student, teacher, or person can embrace. Learning is everything.
GR. 9 FIRST PLACE WINNER
THE TALLEST PINE TREE IN THE WORLD ROOSA KORHONEN, GR. 9
Learning is like climbing the tallest pine tree in the world. You’re constantly climbing up this uncuttable tree. You’re working yourself harder and harder to climb higher and higher, to discover new knowledge as you go. You and I are like these amazing, superbrain, supertree creatures!...Like, like...Like chipmunks! Except we’re human! And some of us have nut allergies. You grab a branch. You just learned something. You pull yourself up. Now, you’re deepening your understanding. You move about the tree. You’re collecting information. It’s all learning in every way, shape and form! Not everyone will grasp the same combination of branches though, making this your unique learning experience. “Aw, man. Rain!” you’ll think. But wait! This is that “essential pain” you feel. You’re learning from it! Besides, remember, when the sun’s shining - that’s when you’re bathing in happiness and you learn from that too. Need both for the tree to grow, right?
That pesky pine tree sap will stick in your hair and cause exasperation. You’ll be jabbed by the tree’s prickly needles too. The sap is bothersome, and the needles, they hurt. But hey, they’re still part of the tree, aren’t they? You forget some things, lose a few branches and needles, remember specific mistakes from times you fell a few branches down the tree...but that’s still all part of the tree. You keep on learning. “What if I get tired?” Rest. Look at the view of the world, now different-looking, ever-changing depending on what heights you’re at. And this is the best part! The difficulty of climbing and climbing and learning and learning have brought you to this particular view, this special reward. And from here you’ll look down and notice that, fortunately, this tree of learning is an evergreen. It’s been growing green. Its roots thirsty for information about the world, which then inspires you and me to improve. This tree has always been green. It always will be. ■
19
LOWER SCHOOL 20
Learning is active
LOWER SCHOOL
LIFELONG LEARNERS
DAVE WEINER, LOWER SCHOOL DIRECTOR
One of my favorite moments of each day is
when I snuggle up with my children and read them stories before bedtime. We often read the same stories over and over, but my daughter loves to talk about the books in more detail each time we read them. Even my 1-year-old listens quietly while I read and tries to engage in our discussion about the books. My family believes that these daily reading activities will help instill a love of learning in our children. Helping children to understand that learning occurs inside and outside of the classroom is an important lesson for students to learn in the first years of life. Learning at the Lower School at ASM is focused on the creating the habits and routines to enable our children to become lifelong independent learners. We want our young children to understand that learning cannot stop at the schoolhouse door, but continue into their homes, lives, and relationships. We encourage you to read to your children. Read stories that are too hard for them to read on their own or read the same books over and over. Read about magical places that live in their imaginations or about their favorite fĂştbol player. What you read is less important than making reading a daily part of their routine. After each story, talk with your children about the book. Ask them questions about the plot and characters. See if they can relate what the characters experience to what is happening in their own lives. Your children will learn more about themselves and you will be helping to instill a love of reading into their lives. â– 21
LOWER SCHOOL
THE “NEW” MATH
LIUBA STOLYAROVA, GR. 3 In ASM we get to do everything that makes me a better mathematician by practicing different strategies and different types of equations.
KAREN CAMPBELL, LOWER SCHOOL MATH
This year a third group of ASM teachers
across the divisions enrolled in a program that will certify them as Math Specialist Teachers. The course instructor impressed upon teachers the world-wide need for a more balanced approach to math instruction in schools - a conceptual approach to mathematics, instead of solely a procedural approach. This is the preparation our students will need to become successful problem-solvers in the 21st century. For students in 3d grade this means the ability to be flexible as problem-solvers, represent solutions in a variety of ways, and be able to decompose and recompose numbers efficiently. To this end, we have been shying away from just teaching the tricks, or procedures to solve mathematical problems, and rather have been asking students to manipulate numbers using a variety of meaningful strategies to reach
MATH IN 3RD GRADE FOR ME WAS MUCH MORE UNDERSTANDING THAN THE MATH IN FIRST AND SECOND. I COULD UNDERSTAND THE STRATEGIES AND THE CONCEPTS BETTER. I LEARNED A REAL LOT AND IMPROVE THIS YEAR. SOFIA URGELL, GR. 3
answers, as well as “see” the math by using pictures and models to represent answers. Students have been challenged to apply their skills to critique the answer of others, explain their reasoning, and solve multi-step word problems. All of these tasks require a deeper level of understanding than simply being able to perform the skill. Here’s what 3rd graders have to say about their math learning this year:
ANANYA DUGAM Math in ASM is learning lots of strategies like number lines, number bonds, arrays, and more. Math in my old school was only a worksheet and not teaching any strategies.
22
JAIME ROCES, GR. 3 In my old school I was the best in all the class, but only because I did it fast. Here my opinion changed. I learned going fast didn’t matter, and that thinking deeply took longer, but you get most of the things right.
23
LOWER SCHOOL
LEGO CLUB
(Above) Classmates Veronica, Mia, and Olivia showing off their Lego creations; (Opposite page) First grader Lucas
24
I LEARNED HOW TO SOLVE PROBLEMS AND HOW TO BUILD. THERE IS ONE RULE, NEVER GIVE UP, YOU HAVE TO TRY AND TRY AND ONE DAY IT WILL COME OUT RIGHT. LUCAS, GR. 1
25
MIDDLE SCHOOL 26
MIDDLE SCHOOL
LEARNING IS PURPOSEFUL MIKE NUGENT, MIDDLE SCHOOL DIRECTOR
Learning, above all, is not a solitary act. This
(Opposite page) Caption for this happens in differen
(Above) Mr. Nugent hosts a reading club with homemade popcorn.
is evident every day at the American School of Madrid. We learn from each other is so many ways. In Art class, a student artist creates a work for an audience of peers who provide valuable feedback. In English class, literature students sit in a large circle—a Socratic discussion—responding to each other’s frustrated attempts to understand the text. In History class, young historians grapple with a primary text of eyewitness accounts about the Boston Massacre. Were the Red Coats provoked to shoot upon the angry mob? French students record their dialogue together, perfecting it along the way. In Physical Education class, individual effort plays second fiddle to the group’s pursuit of a common goal. In English class writing may begin as a solitary act but only for a moment. Writers needs an audience, and a reader who comments on one’s work will ensure that the words do indeed reach their audience. In Science class, partners work laboriously to dissect a calf’s heart. Finding the aortic vein requires a skillful pair of hands. We learn best when we learn together, and opportunities for collaboration abound each day at the American School of Madrid. ■ 27
MIDDLE SCHOOL
KNOW THYSELF PROJECT JENNIFER HANNA ENGLISH LITERATURE TEACHER
Grade 7 students in Ms. Hanna’s English
ESPERANZA FERNANDEZ I learned a lot more about myself because it’s the first time I sat down and did a project about me. I really had to think about myself a lot and I´ve never done that before.
“
I LEARNED HOW TO MANAGE TIME BETTER.
”
classes completed a major project called “Know Thyself” Autobiography Project and Presentation. This alternative project-based learning assessment gives students access to their multiple intelligences and creativity. This project focuses on introspection and self-reflection that covers numerous standards across the curriculum beyond English standards. Students find this project very rewarding because of its imaginative nature and that they get to ponder their own identities and dreams for their futures. ‘Attitude of Gratitude’ is one activity within the project that seems to have an important impact on many students’ lives. ■
PEDRO GARRIGUES I learned to be more time efficient. I also figured out that I like making and designing anything at all 3D models.
JUAN MILANS During this project, I learned that I should be more grateful about everything I have.
I learned how to discover my strengths and my weaknesses and how to make myself a better person.
28
I learned all the thing I am grateful for that I never appreciated like water and electricity.
ANTONIO FERNANDEZ I learned that I have a lot of creativity. This project taught me a lot of things I didn´t know.
29
ACTIVITIES
MADMUN MOHAMED LAMIN
Middle schoolers and ninth graders are thrilled and scared as the eighth annual event draws closer. This experience is thrilling because you get to meet new people from other schools around the world and is scary because of the amount of work that has to be put in it. Although MADMUN already ended it was a first for a lot of people and the most awards went to these people for their amazing improvements. It was such a thrilling weekend for the ASM students. 30
MADMUN stands for Madrid Model United Nations and is an annual tradition this year from April 21 to 23, 2017. This event is takes place every year because it teaches students diplomacy and how to work with people they don’t usually work with and being respectful to everyone. Since this event is in Madrid the host is The American School of Madrid and that is one of the factors why other schools always come back and love our community. With Madrid Model United Nations students learn to interact with others from other cultures. Model United Nations is exactly like the United Nations, it’s a class or a club where students learn how public speaking works and
MADMUN MADE ME BECOME MORE OPENMINDED AND MORE CONFIDENT IN PUBLIC SPEAKING. CAROLINA P.
According to Ian Moreau, “this conference was the best out of all of the eight conferences.” This amazing conference would not have happened without Mr.Stuart. Although it was his first time, he did an outstanding job and he deserved a standing ovation. “I officially declare MADMUN over,” with these closing remarks from the Secretary General, MADMUN ends in a fabulous note. Students crying, hugging each other, and saying their goodbye’s. “I’m probably doing VALMUN next year,” affirmed Casilda. MADMUN brought courage to students that have never done MUN which is great. Everyone hopes this custom keeps on going for a long time. ■
(Below) Mohamad Lamin and Sergey Ershov, delegates and friends.
how to write properly and work together with others from different schools. MUN plays a big part educating students and helping them. Frankly, it helps learning by showing students how to solve problems without adult help which is a big skill for life in general. As well, it prepares you for public speaking, not being shy which is important. Many teachers support MUN and find it a great program. “Afghanistan? Present. Australia? Present,” stated the chairs. As the first day of the conference began you could see the tension and nervousness of the delegates. Although students from other schools were nervous they did an outstanding job representing their countries. 31
UPPER SCHOOL 32
UPPER SCHOOL
LEARNING FORWARD
KIM CULLEN, UPPER SCHOOL DIRECTOR
A primary influence in my own learning this
(Above) Upper school director Kim Cullen with daughter, Emma. (Opposite page) Learners are collaborative.
year has been the students. The more time I spend with teenagers, the more I realize how much we have to learn with and from them. Before I began working in the Upper School 12 years ago, I was terrified of adolescents. I saw them as large rebel children who clearly had bad intentions and were always up to no good… It’s so easy to forget that adults were once kids, and the biggest part of understanding how they learn is remembering what it’s like to be one. Adolescents are by their very nature explorers, innovators, creative visionaries and advocates for a fair and just world. That they question everything makes me want to get better at questioning things myself. They have taught me that as adults, we still have so much more to learn. Yes, I have perspective and in many cases, even some answers, but sometimes, it’s not the answers that matter, is learning to ask the right questions. Teenagers are the very reason I do what I do now. They are the reason I come to work, the reason I laugh daily, and the reason that I’m always trying to learn and grow as an educator. ■ 33
UPPER SCHOOL
CREATIVITY ACTIVITY SERVICE
CAS, an integral piece of the International
LIZ KEATING IB CAS COORDINATOR MS/US LIBRARIAN
(Below) Team Choyo wins ASM’s first business plan contest with their shopping app.
34
Baccalaureate program, embodies what each of us as parents and educators hope, dream and plan for our young people. The CAS requirement is the perfect complement to the rigorous studies for IB students. It is character development, it is a road map for personal growth, building a global perspective and supporting everyday ethical choices. When I was growing up, my family had the clear expectation of community service. “With
Service has many faces
privilege comes responsibility,” my mother repeated many times. At Colorado Academy in Denver, where my girls attended, community service (50 hours) was a graduation requirement. Fast forward to 2017 and my position as CAS coordinator for the American School of Madrid. Now I find myself involved in such a much bigger and more meaningful plan; a plan that incorporates service with learning. Cathy Berger Kaye, an international service learning guru, has recently teamed with the International IB office to officially make CAS a more integrated part of student learning. Rather than counting creativity, activity and service
hours, students design “experiences” aligned with their interests and their studies. It is a winwin for both the student and the organizations with whom they partner. I’m sure every CAS coordinator thinks her/ his students are doing the most exciting, fulfilling work; maybe I am prejudiced. The American School of Madrid’s CAS work is absolutely amazing-diversified, real, meaningful, creative. Our school CAS website now has a blog where we are showcasing photos of some of that extraordinary work. ■ Check us out on our website http://americanschoolofmadridcas.weebly.com/
35
STUDENTS DESIGN “EXPERIENCES” ALIGNED WITH THEIR INTERESTS AND THEIR STUDIES. IT IS A WIN-WIN FOR THE STUDENT AND THE ORGANIZATIONS. LIZ KEATING
UPPER SCHOOL
CAS REFLECTION ABRAHAM MUÑOZ BRAVO, GR. 12
CAS has provided a platform for me to demonstrate who I am. I have come to use CAS as a tool. An instrument to increase my initiative and get even more involved with my community, but also as a catalyzer for my passion projects which I hold so dear. CAS has given me the opportunity to showcase my willingness to help students and teachers with projects of their own. The encouragement that CAS gives students to show how much they can do is certainly valuable; however, the balance of experiences (creativity, activity, and service) that CAS hints towards is something everyone should strive for in their personal life—regardless of CAS. 36
I would argue that this is the essence of CAS: A platform that has students showcasing their accomplishments—big and small. CAS is not magical; admittedly, students who are not used to having hobbies or being involved with their community will struggle. But, once again, this is where CAS comes in, as a prompt to let you know how easy and important it is to reach a balance of your body, your mind, and your community—essential aspects of a healthy lifestyle. I will keep on showcasing my accomplishments, however small—like designing a simple logo—or big—like writing a poetry book— they may be. ■
Poem written by Abraham
37
ACTIVITIES
MURAL PROJECT ALIYA KAPLAN, GR. 9
This year, freshman and sophomore students
Learning is authentic. These students designed and painted an exterior wall of the Arts building.
38
Consuelo Ugarte Montero, Maria Ugarte Montero, Sergio Calvo Fielding, Santiago Doyle de la Dehesa, Aliya Kaplan, Jade Lopez Saez, David Calvo Uribe, and David Calvo Fielding participated in Miss Howell’s Community Arts ASA that took place over the 2016-2017 school year. The initial idea of this ASA was to create art projects in which the community could participate or where the group could help the community. Accordingly, nothing seemed more ideal then to paint a series of murals around the school’s bare walls for the community to enjoy. By using the specific calculations of the Fibonacci sequence, the group completed their first colorful mural on the exterior wall, parallel to the upper school math classrooms. ■
WHAT WAS THE MOST DIFFICULT PART ABOUT CREATING THE MURAL? Sergio Calvo Fielding: I think the hardest part of creating the mural was getting the colors and design in place.
WHAT HAVE YOU LEARNED FROM THE PROCESS OF MAKING THIS MURAL? David Calvo Fielding: I learned how to use teamwork and trust to work with other people. The hardest part was probably fixing all the lines at the end. And we could have used taller people to an advantage and had them on the ladders (in reference to the height of the mural which is close to 3.8 meters high). Santiago Doyle de la Dehesa: I learned about the Fibonacci Spiral which is found everywhere in nature.
WHAT WOULD HAVE DONE DIFFERENTLY WHEN CREATING THIS MURAL? David Calvo Uribe: The outline took longer than it could have, especially with the calculations. Also, when painting there were many drips now and then.
WAS MATH DIRECTLY INVOLVED WHEN CREATING THIS MURAL? Aliya Kaplan: Although the concept of the Fibonacci Spiral is mathematical, not much complex math was used in the measuring and painting of the mural. We used simple proportions in order to make the measurements precise.
39
UPPER SCHOOL
A PLACE AT THE TABLE
LINDSEY FAIRWEATHER, ENGLISH TEACHER
I used to think a teacher was a kind of guru,
Oval diagrams showing charts representing discussions at the table.
40
a wise person on a pedestal from whom students received wisdom. Now I think a good teacher is more like a coach, and the best classes are like spirited and respectful games in which every single student’s skills are developed and appreciated. A few years ago, I had the privilege of attending the Exeter Humanities Institute in New Hampshire; the training I received there convinced me of the benefits of the Harkness Method, a discussion-based approach to teaching and learning that fosters students’ curiosity, accountability, and open-mindedness. The conference changed my thinking and my classroom – all the way down to its layout. The first thing you’d notice if you came into my classroom is the seating – all the desks in
an oval, or sometimes a square, in the middle of the room. This is where we come together, sitting beside different people each day and sharing our perspectives on the work at hand, which the students and I have read, considered, and annotated before coming into class. Students bring questions they have and quotations they want to discuss. Together we write a kind of oral “paper”, exploring the text together to uncover something wonderful. Our best discussions are challenging, spirited, and supportive; their success or failure is not down to me but rather to each of us at the “table”. I track each discussion using a chart, most often an oval that represents our table, along with a coding system for behaviors like citing the text, asking a deep question, or using a classmate’s name. Students understand and interpret this data in informal and formal ways; twice a term they look over all of our charts and propose an appropriate IB score for their discussion, based on specific grade descrip-
OUR BEST DISCUSSIONS ARE CHALLENGING, SPIRITED, AND SUPPORTIVE; THEIR SUCCESS OR FAILURE IS NOT DOWN TO ME BUT RATHER TO EACH OF US AT THE ‘TABLE’.
tors – showing if and how they demonstrated “the ability to analyze and evaluate language and synthesize knowledge,” for example. This metacognitive work is essential as we reflect on our accomplishments and goals, all of which are personalized (for example, some quieter students set goals to speak once per class, while other students set goals to limit their “air-time” in order to make way for their classmates). I have been so impressed by the maturity and rigor of my classes during their discussions, and it’s been a pleasure, too, to see this sophisticated thinking find its way to the page as they write literary essays throughout the year. My hope is that as the year comes to a close, each of these students understands the ways in which they have served our classroom community through their observations and questions, and that they enjoy engaging with books and with each other in this and other meaningful ways. ■
41
UPPER SCHOOL
WHAT I LEARNED IN IB ART SARA MONTOYA A., GR. 12
My two years in IB Visual Arts were gruelling, but immensely important in developing my art making practices. For the most part, I learnt about independence and self-sufficiency in creating artwork, as it is a highly individualized process involving copious quantities of retrospection. The responsibility of creating a cohesive collection of works to reflect our true selves relies on us completely, and the freedom we are given is daunting, but also strengthening and encouraging us to explore and break through boundaries. Through this course, we committed to learning more about ourselves, as well as developing our intentions and truly looking inwards for a more in depth understanding of what each piece mean to us. I also learnt about being conscious of every part of my practice, as well as the manner in which the style, form, medium, technique, subject and intention of the piece must interact to form a cohesive artwork. I was able to explore mediums I never imagined using, such as photography, and developed my skills through extensive research of artists, experimentation and refining. Overall, despite its high demands, I believe the IB Visual Arts program truly exposes students to the reality of being an artist, as well as the processes, skills and patience it requires to be one. â– 42
Andromeda Digital photography 40 x 30 cm
43
44
COMMUNITY
PARENT LANCERS
ANA SUAREZ, DEVELOPMENT HEAD AND COMMUNITY LIAISON
To better support the school’s academic program, bring the parent community together and to strengthen the link between the school and home, the Development Office coordinated three Parent Lancer General Meetings for ASM parents during the school year. Our first trimester meeting, presented by the Counseling Team composed of Ms. Melissa Marsh, Lower School, Mr. David O’Brien, Middle School, and Mr. Javier Garcia, Upper School gave useful techniques on how to better support students’ development of study skills. Our second trimester meeting presented by Ms. Kim Cullen, Upper School Director focused on what parents can do to better understand and support their Third Culture Kids and Cross Culture Kids (TCKs and CCKs) as they develop and interact in a multicultural environment. Our third and last meeting, by the hands of April Stout, K-12 Instructional Coach and Literacy Specialist facilitated an interactive workshop focused on strategies for supporting reading and writing at home. There are many opportunities for learning to take place at ASM, and parent learning is certainly one of these!
45
46
DEVELOPMENT
LEARNING COMMONS AND CAFETERIA CAPITAL CAMPAIGN ANA SUAREZ, DEVELOPMENT HEAD AND COMMUNITY LIAISON
The creation of a new Learning Commons and Cafeteria has transformed the school campus, enhancing learning by providing endless opportunities for the community to come together, connect, and collaborate. As we culminate the Building for the Future fundraising campaign, I could think of no better way to reflect upon its success than through the voices of our students who benefit from the new facilities on a daily basis, as well as through the testimonials of our generous donors who decided to financially support this project. The ASM family is integrated by students, parents, teachers, staff members, and alumni who support each other and believe in the importance of giving back to the school. Join us as we continue to move ASM forward envisioning new projects that can further enrich the learning experience for all!
47
SUPPORT
MESSAGES FROM OUR DONORS
BELOW YOU WILL FIND THE MESSAGES WE RECEIVED FROM SOME OF OUR DONORS. THE AMERICAN SCHOOL OF MADRID IS TRULY THANKFUL TO EACH FAMILY WHO DECIDED TO PARTICIPATE IN THE FUNDRAISING CAMPAIGN AND CONTRIBUTED IN MAKING THIS PROJECT A REALITY.
My contribution was small, but it was an investment, an investment in learning. How could I NOT contribute to the Learning Commons capital campaign? Today’s learning commons, library, information center, media center, whatever the term, supports learning like no other space in a school. I am honored to have been just a very small part of the renovation of that space. LIZ KEATING
Studies show the importance of light in learning and overall well being. The new space embraces the Madrid natural sunlight and you literally feel uplifted when you walk in the door. The collaborative and high tech community oriented space speaks to this generation of connected students in such an appealing and inviting way. MILANO FAMILY
We have been part of the ASM community for decades. The education that our three children have received, and especially the values of ASM that were instilled in them from the age of 3: hard work, intellectual curiosity, world citizenship, teamwork, acceptance of others and their unique differences, positive competition, responsibility for others, leadership, respect, fun, honor, dialogue with peers and authority... all of these values have convinced us that ASM is a school that we want to be a part of and support. ASM has been our home for years. We know and have direct access to the employees, teachers, staff and board. It’s a wonderful community and we are proud to contribute to ASM’s future. TEJERA FAMILY
48
ASM holds a special place in my heart for various reasons… The educators/friends I have made are supportive and caring and they are the backbone of that school. Priceless, really! Connecting with like-minded families who want to give their children the gift of quality education is a beautiful thing. Giving our children a global world at school will shape them for the rest of their lives. For me, ASM represents HOPE for a brighter future… I have two amazing children who are inquisitive and vibrant learners at ASM. To see them enjoy every day at school, surrounded by caring educators and students from all over the world is a gift that I will never be able to return. ASM is helping us all do something stressful and scary which is to raise children. Parenting is a difficult and humbling experience and we won’t even know if we have done well for many years to come however you all help us through these challenges and reassure us that it will all be OK! Our donation was a small token but it represents so much more than a brick in a building. It is a “thanks” for supporting us to raise world changers who are curious and respectful. We hope our children grow into people who will understand the value of education and they do something amazing to leave their mark on the world. Only time will tell but I am truly excited about the possibilities! SANZA STRIBLING FAMILY
Our family decided to participate in this project because we believe in community, inclusion, collaboration, exchange and fun in learning. This project embodied all of these characteristics. We are grateful to ASM for allowing us the opportunity to help shape our child’s future as well as teach her the joy in giving back. We are very proud that she contributed to this project from her personal savings and learned what a community can build when it comes together. ALFONSO MOSTACERO AND CHRISTINE HARTSTERN
As a member of the ASM community, it is our fundamental role to participate in the enhancement of the school at all levels. It is our belief that ASM will thrive as long as parents, teachers and administrators are actively engaged in the school’s development. What differentiates American schools from classic European schools is the active participation of parents at all levels, which create a strong sense of community. Organizing special school events like Halloween, baking dishes for the Teacher Appreciation Day, volunteering at the library, participating financially to the school expansion are a few examples of what parents do to build a vibrant community. We strongly believe that it is the duty of all ASM parents to contribute to the school community at any level they can, whether it is a little bit (or a lot) of their time, money or energy. Together we will continue to improve the ASM community NASSER FAMILY
ASM, the best overall school for the future of our children. I decided to participate in this project as I feel responsible in participating in the process of making ASM a better place for our children. ANONYMOUS
ASM means our kids will be able to go back to the US educational system with an easy transition. ASM means people with good ideas can get them started. ASM means the most beautiful campus I have ever seen at a school. ASM was our family for 3 years. TEN HOOPEN FAMILY
ASM is for a little bit of America in my family. My husband and I received a great education in America and we want our daughter Sandra to receive as much of that wonderful education for her life as possible. That makes ASM special for me. TORRES ARCE FAMILY
It is a great pleasure for us to be part of this wonderful community and to contribute to this fantastic project. ASM is more than a school for us. It is mostly a source of knowledge, culture and collaboration. We decide to contribute in this fantastic pro-ject because we truly believe that worth it the effort to improve education. With all our appreciation to this wonderful school. MARZO CHÁVEZ FAMILY
ASM is first and foremost a family. We have been part of this family since 1995, and we are looking forward to many more years. Family Days, Halloween Carnivals, International Festivals, concerts, and sports—these are the events that mark our yearly calendar and bring our ASM family together. Watching our children grow up at ASM has been a blessing. Their teachers care deeply for their development on an intellectual as well as a personal level. For these reasons, ASM is a very special place. NUGENT FAMILY
ASM means all-round and open minded educational excellence. It brings out the best out of our children, they go to school happy. It feels great to invest in the future of our children. ANONYMOUS
We, as a family, believe that it is important to have a great educational institution for our children and we believe ASM reflects those views. We value the open minded approach that ASM offers, the international acceptance, and the flexibility it has with each individual student. ASM allows students from all over the world to adjust quickly and easily to the school and the surrounding society. The great system in place within the school makes this transition a more pleasant experience for the wh-ole family. We strongly believe in returning to society what society has given to us and there is no better opportunity to do this than through directly helping the school community. That was our sole humble purpose. CARMEN BALLVE AND JORGE MORENO DE ALBORAN
ASM is the school where we entrusted our children to get the best education, best college preparation, where the staff is dedicated, competent and caring. Truly international, great curriculum, it exceeded our expectations when we were fortunate to join the ASM community. We are very proud to see the school excel in all its dimensions. MOREIRA-RATO FAMILY
To me, ASM is where some of my very happiest memories are. It’s where I grew up, where I made life-long friends, where I learned first hand about living in a fascinating, multicultural world and where I developed a love of learning... I am very grateful for the 15 amazing years I spent there and I love to see the school grow and improve for future students. SARA HERMIDA BARASOAIN
49
ASM means everything to me. It is where my children have attended school since they were three until they graduated, it is where I have bonded very special friendship and it is where I enjoy coming to work every day. In three words “ASM is a part of my life”. I have participated in Building for the Future campaigns because I want future students to benefit from the experiences that I have had as a parent and those that my children and granddaughter have had as students. SHOLEH FARPOUR AND THAMER ARAB
What makes ASM such a special place is the diversity and this diversity carries respect for different people and different cultures. ASM has beautiful buildings and a very nice physical environment. We decided to participate in this project to help create a great atmosphere for our kids as it is part of our interest and responsibility. ANONYMOUS
ASM es un pilar importante en nuestra vida. Son los cimientos en los que se apoyan los conocimientos y educación de Aby. ASM es un lugar especial para nosotros porque es una forma de enseñanza liberal y a la vez con el control y apoyo para conseguir lo que cada uno quiere y necesita. Para mi significa tranquilidad por saber que, en todo momento estamos apoyados, escuchados y aconsejados para ayudar a obtener el objetivo primordial con Aby, que sea, como decimos en España, “una persona de provecho”, una buena persona, con buenas perspectivas, con la idea de que el esfuerzo está premiado con el éxito... con una base sólida para ser un ciudadano del mundo. Nuestra donación es simbólica ya que el importe fue pequeño pero, lo hicimos porque nos gusta colaborar en todo lo que podemos con el colegio. Es así, con el esfuerzo de todos como se consiguen los grandes proyectos. MUÑOZ BRAVO FAMILY
Estoy contento por haber contribuido, en la medida de de mis posibilidades, a la mejora de un colegio admirable. ANTONIO DÍAZ GONZÁLEZ
50
ASM means part of the history of the life of our only son Jaehee, and he is a very important part of our lives. If you don’t know your history, hardly you will know your future, and part of the past of my son is the time in ASM. He got motivated the first day he arrived at ASM and he still gets motivated to continue and fight for his dreams. ASM was and is the opportunity that was given to my son to make the best of his talent and effort. ASM is a special place where you can find people that will be part of your lives. Getting an education is important, but more important are the relationships you get along your life. We decided to participate in this project so our son Jaehee doesn’t forget where he belonged, where he learned and where he was nurtured to be what he is now. We believe that when kids see their parents, they will follow their steps. LEE LEE FAMILY
We both have ties to the school from our youth and the school is very close to our heart. Seeing how the school has evolved in these past years, and seeing our children grow in this mixture of an environment that is both as familiar as home and as unknown as the constantly evolving future, is very exciting. We very much share the vision of the school of what capacities our children will need as they become future individuals and professionals and this project is a clear demonstration of how the school is leading the way in providing new opportunities for them to interact, grow and learn. The project in itself is a statement of regeneration and openness in many ways. We congratulate you and are thankful to be a part of this change. JOAQUIN TARGHETTA AND ANA GIMENO
We participated in the Building for the Future Campaign to give back just a little of what ASM has given to us. More than just a great school for our sons, ASM has been the cultural center of our lives. It provided a way to connect with like-minded people upon our arrival to Spain and has continued to enhance our lives through the greater ASM community. We thought this was a small way to show how much we appreciate both the school and the community. MITTINO FAMILY
What makes ASM a special place? You start with a school community with a third Americans, a third Spanish, and a third from 57 different countries. Uniquely enriching. To this you add a highly skilled, professional faculty and staff who love teaching and learning with the children. An entire team dedicated to preparing principled children for the 21st century. To this you add remarkable parent involvement and support for the entire program. The result is a wonderfully diverse learning community of which we are proud to be members. ANONYMOUS
These two years have been great, and quite a learning experience for me. I have a true admiration for the teaching profession, and admire all those dedicated to education. I find it so hard myself! Irene has been truly happy in ASM. School was not an obligation, but something fun. Irene enjoys learning and has developed a curiosity for everything around her and all new things. She comes home exhausted, but happy to share all she has learned. As a mother, it’s a rewarding feeling. I know I made the right choice of school for her. SARA ROJAS NUÑEZ LAGOS FAMILY)
We are thrilled to participate in the Building for the Future Campaign after the nearly 43 years of first-rate education ASM has given our four daughters (Alexandra 8 years of education at ASM, Tatiana 9, Natasha 12, and Sofia 14 with one to go!). It has been a privilege for us to give back to our wonderful school after all it has given us and our daughters. This last project, the building of the Commons, has added a crucial space to ASM, as education in our times is based on so much team-work…now our students have a flexible place to come together to socialize, collaborate, and to work on projects with an interdisciplinary approach. Sofia´s sisters are only jealous the Commons didn´t exist in their times! PIEDRAHITA FAMILY
One of the aspects of the building project which was very important to us was that it improved accessibility. This demonstrates that ASM values inclusion of all students and is committed to delivering education to every student. For these reasons and especially the strong learning community, we find ASM a very special place.
ASM is my son´s home when he is not home.... Just for this reason, it is in our best interest that we to make every effort in making it the greatest place to promote learning, while ensuring safety and healthy lifestyles. There is also a great satisfaction and sense of pride when we look at the improvements that have been made over the years at school, confirming that building them was the right decision. For instance, I cannot imagine today the school without the current Auditorium. I look forward to enjoying the new facilities and I am sure that we will be as proud as usual of making the school the best place we can. It is now up to all of us in the school community to get the most of the new facilities. ATHIPRAYOON LERENA FAMILY
ASM is more than our girls’ school. It’s a second home. At ASM we don’t feel like foreigners. The multicultural community makes us feel welcome and embraced. And we love that our girls have the opportunity to grow and learn is such a community. They are not only Portuguese they are growing to be world citizens. When we decided to enroll our girls in ASM we knew we were choosing a very good school, but these last years have proven we could not have picked better. Being able to contribute, to add our little grain of sand to the project makes us feel proud. One person can make a difference, but together we can do so much more. PINTO FAMILY
We are incredibly impressed with the high standards ASM has in every aspect of an educational institution, and the whole-hearted dedication of the members of the ASM community to its students. Our children leave for school in the morning with a smile on their face, are challenged and motivated to give their best, and feel that they have support from their teachers whenever they need it. There is an overwhelming sense of community and family at ASM, where not only the students and faculty participate, but the parents as well. In gratitude for ASMs wonderful contribution to our children’s lives, we wanted to participate in the school’s constant effort to maintain the highest standard of excellence, and are proud to be a small part in this wonderful project. We also see this project as a building block to see ASM into the future, that we hope students will benefit from, for many years to come. PLA ZOBEL DE AYALA FAMILY
BELOW ARE THE MESSAGES FROM THE IB STUDENTS WHO COLLABORATE WITH THE DEVELOPMENT OFFICE AS PART OF THEIR CAS REQUIREMENT. THESE STUDENTS PREPARED HANDWRITTEN NOTES TO ALL THANK ALL DONORS AND EXPRESS THE POSITIVE IMPACT THESE NEW FACILITIES HAVE HAD ON EACH OF THEM. The renovation of the Learning Commons has shown a big change, not only in the structure of the school, but in the student life. The clarity and accessibility of the renovation brought a new vivacity and collaborative culture between student, allowing for a stronger sense of school spirit. We appreciate your donation very much and hope you see that you have made a big difference. Thank you very much. VICTOR VILLALBA, GRADE 11
I’d like to take the time to share with you my appreciation of your donation towards the creation of a beautiful new Learning Commons and Cafeteria. The impact that this new space has had on us students goes beyond just the renovation. The Learning Commons is big, spacious, bright, and open, and it encourages both relaxation and efficient studying. The Cafeteria has become a place not just to eat but to eat enjoyably, eat in style, and to eat with all of our friends. None of this would be possible without the donations from you, so I thank you deeply. ANNA TEN HOOPEN, GRADE 11
I have been attending ASM for 15 years, therefore, I can assure that the new Learning Commons has had a great impact on the school. I can study in the quiet area, work in groups in the meeting rooms, and socialize in the Cafeteria. I truly appreciate the space and I would like to thank you for your donation. MARIA BERMUDEZ, GRADE 12
Thank you so much for your donation to ASM’s new Learning Commons and Cafeteria! These areas have created an amazing environment in which students can learn, socialize and thrive. This positive impact is felt by the whole community, so we would once again express our gratitude for your support! ALYSSA CAPPIELLO, GRADE 11
Thanks to your generosity and kindness we are now able to enjoy calm and friendly spaces here at ASM. The Learning Commons has become a place where any student can go study comfortably in a wonderful environment. The Quiet Area is peaceful for silent study and the Cafeteria is now wonderful to eat in and full of light! We would not be able to enjoy this without your help and we are well aware and thankful. The whole ASM community is immensely grateful, and we speak for them. Once again, thank you so much for your contribution in the reformations of The American School of Madrid. FABIOLA BUFFA DI PERRERO, GRADE 11
THOMAS AND ROSSELLA LONGO
51
LINN PETERSON MS Science 1977–2017
BARBARA BAXTER K1 and K3 Assistant 1981–2017
MARY NICHOLS K1 and K2 Teacher 1988–2017
MARJORIE HARDISON MS English 2003–2017
JESUS HORTAL Director of Administrative Services 1986–2017
RETIREES
WE’VE LEARNED FROM THE BEST 52
JOAQUIN AVILA Bookkeeper 1966–2017
TONY PEREZ Head of Maintenance 2003–2017