Anne Prouty Retires
A loving goodbye after 25 years PG. 6
Field Studies
Hands-on STEAM experiences for students PG. 22 and more!
GLO BAL MINDS SPARK CONNECTIONS
23
FIELD TRIPS ACROSS THE STATE TO GIVE STUDENTS LEARNING EXPERIENCES OUTSIDE THE CLASSROOM
8,500+
VOLUNTEER HOURS SERVED BY FRENCH INTERNATIONAL FAMILIES
350 PLANTS AND TREES PLANTED IN THE FRENCH INTERNATIONAL FOREST
13 CITIES VISITED DURING INTERNATIONAL TRIPS
1,041 NEW BOOKS ADDED TO THE LIBRARY
“Gratitude and kindness are what allow us to be resilient.”
LETTER FROM HEAD OF SCHOOL
This year has been filled with excitement, joy, and kindness. From field studies to international trips, performances to community gatherings, our school continues to be a place for global minds to grow and excel. Even during challenges, our community has demonstrated resilience and support for each other.
When the ice storms hit in January, our school sustained significant damage to Satellites Two, Three, and the south part of Satellite One. The community response was overwhelming, and we moved furniture and set up new classrooms over just one weekend. Because of the support, the students in affected classrooms only missed one day of school.
During the 2023-24 school year, we continued to implement our five-year Strategic Plan. Our Diversity, Equity, and Inclusion (DEI) Committee organized discovery sessions involving students, faculty, staff, parents, and trustees to develop DEI goals that truly reflect our community. Programmatically, we reviewed our English curriculum this year to ensure horizontal and vertical alignment within the English department. We will review math this upcoming school year. Our campus transformation is underway. We’ve broken ground on the new Maternelle buildings and have begun our capital campaign, Grow With Us, The Campaign for French International.
Most importantly, 2023-24 was a year of growth, learning, memories, and excitement for our students. Our ultimate goal is to make the world a better place by cultivating leaders, creators, and visionaries with a global mindset. Our students continue to be at the heart of everything we do.
I said in many of my end-of-year remarks that gratitude and kindness are what allow us to be resilient. We’ve grown a lot as a community this year, and it continues to be kindness and gratitude that allow us to envision a bold future. You’ll see the growth and excitement resonate in this issue of The Global Mindset.
Thank you for continuing to grow and partner with us as we look toward a bright future.
Scott Hardister French International Head of School
FRENCH INTERNATIONAL BOARD OF TRUSTEES
2023-24 Report
This year, the Board of Trustees has been busy supporting Scott Hardister, the Head of School, and staff in continuing to implement the Strategic Plan launched last school year.
To best support the school and achieve our goals, the Board created several committees and task forces to work with faculty, staff, and community members. Some of the major committees/task forces created were:
DIVERSITY, EQUITY, AND INCLUSION (DEI) COMMITTEE: This committee followed a rigorous methodology to involve the whole community to help French International define what DEI means to us. The Board voted on a charter, and the committee will present goals to guide our school for the next three to five years.
SITE TASK FORCE: This committee hired a new general contractor, presented a new campus transformation design, and applied for permits with the city to begin construction during the summer.
CAMPAIGN COMMITTEE: The leadership phase of our campaign has begun, where committee members, the Development Team, and Scott are having individual conversations with donors. This committee is helping to put us in a strong position to reach our fundraising goal of $8 million.
The site transformation and the capital campaign are the two most visible items the Board is working on. These are significant priorities for the Board and involve our whole community. The Board has shown its commitment to the campaign with 100% participation, with all 18 Board members making meaningful commitments to this project. We will continue to support the campaign by being ambassadors, supporters, and active participants in events and fundraising activities.
Additionally, the Budget and Finance Committee has been vigilant in protecting the school’s financial health to safeguard French International now and in the future. This is a job the Board takes very seriously; we want to make sure our school is in the best financial position possible while keeping tuition increases at the most moderate level possible.
The upcoming year will be an exciting one, with the beginning of construction and the campaign in full swing. The Board of Trustees is thankful for the French International community and the opportunity to spearhead the upcoming projects with the school leadership.
2023-24 Trustees
DENISSE REYES, CHAIR
JANNA MCDOUGALL, VICE CHAIR
AMY DURYEA, SECRETARY
ERIN-KATE BARTON, TREASURER
CYREENA BOSTON ASHBY
JULIE FALK
URSULA GARCIA
CHARLES JENKINS
DAN KIRSCHNER
LARRY LEWIS
PHILIPPE MAZAUD
NATE SCHWALBACH
JIM SEVER
SOPHIA SKAAR
MICHAEL SMYTHE
GASTON SUAREZ GOMEZ
LAURA TAYLOR
PHIL THOMPSON
A LOVING GOODBYE
Anne Prouty Retires After 25 Years
WHEN THE MIDDLE SCHOOL DOORS OPENED for the first time in 1998, Anne Prouty was ready to welcome students and teach them math and science. There has never been a French International Middle School without Anne Prouty, but after 25 years, Anne is moving on to retirement. She took an opportunity to reflect on her time at the Middle School, what she’ll always remember, and why it’s such a special place.
Do you remember the first day of school in 1998? What were those first days like?
It was interesting because we were supposed to be [on this campus] when the school year started, but we weren't. We were still over at Sylvan for the first week or two. So then, we had to move to this campus. I remember Denise [LeBlond] and I were doing the sixth-grade science, and we were doing the solar system. We built models of the solar system to scale. Of course, Jupiter was so big, and we had to bring it over here, but we couldn't get it through the door. It was so funny. We still talk about that.
I remember at the beginning though, we only had 18 kids – six in the French track, six in the International track, and six in the Spanish track.
You started at the school as a parent, what made you want to be part of starting the Middle School?
I went back to school and got my teaching degree, and I heard that they were going to start a middle school. Robin [Faltersack] gave my resume to Emmanuelle, and she hired me after two weeks. I wanted to get back here, and I believed in the mission. Having already been a parent here, I knew how good the education would be.
Minda [McCandless] and I were the first ones hired. Then Denise [LeBlond] got hired, and we sat down and penciled out what we thought was important. I think we really hit the sweet spot right away.
Had you been a middle school teacher before coming here?
No, it was my first gig. And [Jean-François] Genay said we can't hire her because she doesn't have prior math experience. I said, I will learn. I can do it. It turned out I enjoyed teaching math, and I stopped teaching when we found Brittni [Estep-Carmichael] because she's so good. Then, I just taught science. But for a long, long time, both Denise and I taught math and science, and Emmanuelle taught Individuals and Societies the first couple of years.
Did you go on the first international trip?
Yes, I went with Anselmo [Argüelles] to Spain. It was amazing. He's a completely different person when he is in Spain. It was so great to see him in his element. We've always had families where traveling is normal, and I love that part. That's another thing I love about this community is that you have to be open-minded to travel that much.
How was the experience going through the Middle Years Programme (MYP) process? How did it change things?
Emmanuelle did the application process. We started to work on rubrics, and we were all reading about best practices. It was something that we were dancing around for quite a while. Many international schools do [Primary Years Programme] PYP, then do not do MYP, and then do the Diploma Programme.
It has been really good for our school. After we went through one cycle, Emmanuelle asked if I would be the IB coordinator.
It truly is a framework of accountability, and we all need to be held accountable. I think what is so great about going through that evaluation cycle is it really forced us to sit down and figure out what our school needs are. It's been good to have that framework.
You helped bring athletics to the school, why was that important to you?
I was already coaching a lot. My [own] kids were playing soccer. I waited a couple of years for someone to start a sports program, but it wasn't going to happen.
We started with cross country in the fall. Denise [LeBlond] and I coached, and then I worked with some people in the community to find meets. At that time, there were hardly any meets in the Metro Christian League (MCL), our league.
Then, in the winter, we had basketball. I coached the girls, and Ron [Thomas] coached the boys. I remember the first season, we did not win one game until the very last game. We were up in St. Helens, and we tied the game, and Mount St. Helens blew that afternoon. I said, "Oh, it's because we tied a game." Then, we had track and field in the spring, and Mike Davis at Catlin [Gabel] helped me so much. He let us host a track at their campus.
It was a great way for teachers to see kids in a new way. You could see some kids who didn't do well in the
classroom through a different lens, and then you had a different relationship with them.
The other thing that's been great about the sports program is that it’s inclusive. Anybody can do the sport. And a lot of kids, especially with track, have found out they excel at something. It becomes a passion for them. I think that's really cool. That speaks a lot about the culture here.
How did the new Middle School building change things?
I think having the pods for the teachers is a huge shift. IB kind of forced us to collaborate; you cannot close your door and be isolated. Every pod is different, all the pods have a different flavor, which I think is really cool. It's such a beautiful space. I love how they use the woodwork from the inside to the outside, so you have that feeling that the building is part of nature.
There have been some changes over the last few years – new name, new mission, new strategic plan – how have those changes been for you as someone who has seen the school from Gilkey and 18 kids to now?
We had been dancing around the name change for a long time. Honestly, for me, Gilkey had no cachet. There was a story many years ago where we were at outdoor school, and there were kids from all over Portland. This kid came up to us, and he said, "You’re from the geeky school." That kind of stuck with us. But when I would say I work at Gilkey Middle School, they're like, "What's that?" Now, French International, it's very natural. A conversation starts. So I think that it was a very important name change. Change happens, and it's for the good.
What kept you here for 25 years?
It was definitely my coworkers. I remember the first year, all of us were part-time, but that was okay. We had time to build our craft. For new teachers, it takes a long time to do that, and we were really close. We
even missed each other during the fall breaks and stuff like that.
It's a pretty cool legacy to get to be a part of. Not very many people get to be founding members of a school, so that's amazing.
What are your retirement plans?
We're going to be in Europe this summer for about six weeks. We're going to start in Croatia and do a bike trip to the different islands. Then, we're going to do a little bit of Montenegro and go to Slovenia for a week to hike up in the Julian Mountains. Then, we fly up to Paris and we're staying for two weeks for the Olympics. This is our fourth Olympics, actually.
I've been working on French for the last couple of years, and I will continue to do that. I also want to continue doing woodworking. Last year, I built a stool using hand tools. The next project is a book called How to Make a Chair from a Tree, and I really want to do that. I’ll do some biking and spend more time with my mom.
What will you miss most?
Definitely my colleagues and just being around them. Nobody minds being on a steep learning curve here. I feel good knowing that people who have been here for 20 years still get pumped up to try something new. I think that's pretty rare at a school.
Anne Quick Facts
3 SUBJECTS TAUGHT
(Math, Individuals and Society, Design)
3 SPORTS COACHED (Cross Country, Basketball, Track and Field)
10 INTERNATIONAL TRIPS
4 JOB TITLES HELD
(Teacher, Athletic Director, Coach, IB Coordinator)
Current and Former French International Students
Publish a Children’s Book
MEET AUTHOR SAMUEL LIPKE & ILLUSTRATOR ALEXIS LIPKE
When the pandemic hit, many people discovered new hobbies or filled their time with interesting projects. For Samuel and Alexis Lipke, that pandemic project was writing, illustrating, and publishing a children’s book that is now sold in Powell’s and other bookstores around Portland and beyond.
Samuel is a former French International student and is going into his sophomore year at Lincoln High School. Alexis will be a seventh grader this fall at French International. Samuel was a fifth grader when COVID-19 closed schools in March of 2020. Although he studied poems and poetry in his English classes for several years, it was Samuel’s fifth-grade English teacher, Trisha Rossi, who taught students about limericks and alliteration, which eventually inspired Samuel’s book.
“[Ms. Rossi] was the one that kind of finalized mine and a lot of other kids’ writing in terms of poem writing and narratives,” Samuel said. “I think she was a pivotal person in my writing and English learning.”
The book is called “Mrs. Know-It-All's Awesome Adventures of Alphabetical Alliteration” and is a collection of alliterative poems. The book goes through the entire alphabet with four or five alliterations per letter. In it, Samuel and Alexis also pay tribute to their friends and family by inserting names of those near and dear to them.
“I don’t have a favorite, but I could tell you my least favorite,” Samuel added. “It was a pain to write Q, Z, or X, and probably K because there are just not that many words that you can use.”
Samuel also wanted to make sure that the words were kid-friendly enough for the book’s target audience, especially the early readers.
“[Ms. Rossi] was the one that kind of finalized mine and a lot of other kids’ writing in terms of poem writing and narratives. I think she was a pivotal person in my writing and English learning.” —SAMUEL
Once Samuel started writing the book, it wasn’t long before Alexis joined the project as the book’s illustrator. It took Alexis about two years to complete the illustrations for the story.
“I felt like it would be really cool to have a big accomplishment and be able to actually have a
“I felt like it would be really cool to have a big accomplishment and be able to actually have a book that's published. Also, it's just fun because it's also an excuse to do art and stuff.”
—ALEXIS
book that's published,” said Alexis. “Also, it's just fun because it's also an excuse to do art and stuff.”
As the book was being written and illustrated, Samuel, Alexis, and their parents, Anna and Michael, were working to find a publisher. Overall, the process took about three years from when they started writing to when the book was finished and published in February of 2023.
“I thought it was awesome; it's cool to see it in bookstores and stuff because I'm like, ‘Hey, that's my book,’" added Samuel.
In May of 2023, Samuel and Alexis presented their book to Ms. Rossi’s English class.
“Being able to show Ms. Rossi [the book] was like, ‘Look what you taught me,’” Samuel explained.
Samuel and Alexis also read their book to the kindergarten classes. They even managed to surprise their favorite Maternelle teacher, Sylvie [Gbeteh], who was Samuel’s first teacher at French International and Alexis’s kindergarten teacher.
“It was what I call a proud moment for everyone involved,” said Sylvie. “As the teacher, I witnessed the hard work and the creativity that they had in my class and the results that translated in the book that they were holding in their hands, so it was really immensely rewarding to see that.”
“[Sylvie] was my favorite [Maternelle] teacher, and I think that was one of the best classes,” Alexis added.
Both Alexis and Samuel credit French International with helping them develop their creativity, collaboration, and communication skills, as well as other attributes that allowed them to become a published author and illustrator.
“I think that being at French International really made me ten times better of a writer than if I had
gone to any other school,” Samuel explained.
“The different amount of ways that we learned how to write and think in both English and French was so worth it.”
The benefits of learning a second language in the International Baccalaureate (IB) setting are part of what sets French International students up for success in whatever they choose to pursue.
“Learning a second language such as French improves the cognitive abilities, and I see that in the students that I teach every day,” added Sylvie. “They are problem solvers, thinkers, they reflect. Learning a second language exposes the student to a wider range of vocabulary and grammatical structures, which can help them write better. Speaking and listening to a second language regularly helps them become more confident as a communicator.
"Learning a second language such as French improves the cognitive abilities, and I see that in the students that I teach every day. They are problem solvers, thinkers, they reflect." —SYLVIE
“Overall, learning a second language like French not only improves specific language skills but also fosters broader cognitive, cultural, and communicative competency that are invaluable for academic success and personal growth. And that is exactly what I see in my two students, for their achievements with that book is the result of them being in our school.”
Samuel and Alexis are working on their second book, which will be out during the 2024 holiday season.
DEI Efforts Shine at French International Celebrating Progress:
At French International, our dedicated DEI committee has come together to create a transformative direction for our Diversity, Equity, and Inclusion (DEI) initiatives. Through collective action and unwavering commitment, we have formalized DEI efforts over the past year, achieving remarkable milestones. Let’s take a moment to celebrate our accomplishments and look forward to the exciting steps ahead!
DEI COMMITTEE
DIEGO ZARAGOZA TEJAS CO-CHAIR
CYREENA BOSTON-ASHBY CO-CHAIR
• Enhance student agency and involvement
• Build communication and trust with support systems
• Enhance Middle School environment
• Expand discovery-based and interactive learning
• Foster cross-grade interaction and unity
ZOË BUCK-PIERCE
EMMANUELLE BURK
NURA CREITZ
SCOTT HARDISTER
SHANA MOORE GASTON SUAREZ GOMEZ
SARAH WHITCHER
LAUREN YAMASAKI
DEI GOALS
• Enhance multicultural education in hiring practices
• Structure multicultural education training
• Foster inclusive learning environments
• Improve communication norms
• Expand student support services
• Promote collaborative learning
• Increase financial aid
• Diversification of DEI training
• Integrate DEI goals into committees
• Promote inclusive appreciation of cultures
• Improve participation and representation
2023-2024 Accomplishments: A Year of Making Informed Decisions
DEI Committee Calendar with Clear Actions and Deliverables
Our co-chairs meticulously crafted a comprehensive DEI committee calendar, outlining clear actions and deliverables. This structure ensured that our efforts were organized, focused, and intentional.
Adoption and Execution of the National Association of Independent Schools (NAIS) AIM Survey
We adopted and executed the Assessment for Inclusivity and Multiculturalism (AIM) survey to gather specific data from students, faculty, staff, parents, and trustees. The feedback provided crucial insights directly from our community to develop our DEI goals. We are proud to say that our goals came strictly from this data and speak to our communities’ wants and needs.
Articulation, Approval, and Adoption of the DEI Charter
We formulated and ratified a DEI charter, a cornerstone of our initiative. The Board of Trustees is committed to the DEI work that the committee will do. This charter will support and guide the DEI committee’s work for years to come, ensuring a strong foundation for ongoing progress.
Development of Data-Driven Goals
Stemming from the AIM survey data, we have developed data-driven goals that prioritize our DEI efforts from 2024 to 2027. These goals will steer our actions and ensure that we continue to make meaningful strides in fostering an inclusive environment.
Formal Adoption of Heritage Months
We proudly adopted heritage months, celebrating our community's diverse backgrounds and cultures These celebrations promote understanding, appreciation, and unity. We look forward to establishing school task forces to celebrate each heritage and bring on members of our community as reference points.
Continuing the Journey to 2024-2025:
Professional Development Plan
We are excited to implement a professional development plan through The Diversity Collective. This comprehensive program will cover bias, intercultural understanding, identity, and privilege, benefiting our faculty, staff, leadership, and Board of Trustees.
Celebrating Together
The community involvement and support have been instrumental in getting this work off the ground. These outcomes represent unwavering commitment to the continuous improvement of our school. Let’s celebrate these achievements and look forward to the bright future we are building together!
A PLACE WITH A PURPOSE
As part of our Strategic Plan, French International is committed to creating a unified, expanded, sustainable campus that serves and embodies the school’s mission.
In 2019, the new Middle School building opened, revolutionizing the programmatic offerings at French International. The next phase of campus development will transform the rest of our school, establishing a permanent site with a state-of-the-art design that will reflect and bolster the excellence of our programs.
The campus transformation has begun, with demolition completed and new construction underway.
UPDATED TIMELINE
2022-23 School Year: French International purchases properties on Northwest Cornell Road and hires architect and construction team for the site transformation.
January 2024: French International suffers from major flooding during the ice storms, rendering Satellites Two, Three, and part of One unusable. This allowed the school to advance our timeline and adjust our phasing.
July 2024: French International receives permits to demolish the damaged satellites and the three properties on the corner of Northwest Cornell Road.
Summer 2024: French International receives permits to remodel the Commons and begin construction on the new Maternelle buildings. Construction begins.
Early 2025: Anticipated completion of Maternelle classrooms, allowing TPS-Kindergarten to move into the new spaces.
Spring 2025: Anticipated permit approval to break ground on Lower School classrooms and the rest of the project construction, including new play areas, performance space, internal road, offices, and meeting rooms.
Fall 2026: Anticipated project completion with new buildings ready to welcome all students.
IT WILL TAKE OUR ENTIRE COMMUNITY TO BRING THIS TRANSFORMATIONAL VISION TO LIFE.
We have begun our capital campaign, Grow With Us, The Campaign for French International, to help fund the design and construction of the new site. Each of our 18 board members has made a meaningful commitment to this project, and we are proud to boast that we have 100% participation from our Board of Trustees in the campaign. In addition, we are having conversations with leadership donors and have started hosting small gatherings to engage more people in the campaign. To stay up-to-date on the campaign, visit campaign.frenchintl.org.
STRATEGIC PLAN
YEAR 2
The 2023-24 school year was year two of our five-year Strategic Plan. Here is what we have done in year two to tackle the goals of our Strategic Plan.
AN INCLUSIVE COMMUNITY OF PEOPLE
• Conducted diversity, equity, and inclusion (DEI) discovery sessions with students, staff, faculty, trustees, and parents to understand community priorities and solicit feedback to construct our DEI goals.
• Finalized transportation partnership with Catlin Gabel, giving French International students access to bus routes throughout Portland beginning in the 2024-25 school year.
• Supported financial aid with funds raised at Fête du Vin and the Annual Gala.
• Increased faculty and staff salaries to the Northwest Association of Independent Schools (NWAIS) 50th percentile for the 2024-25 school year.
• Started French classes for our parent community.
PROGRAMS THAT PREPARE
• Hosted the International Baccalaureate (IB) PYP and MYP evaluations as well as the French government inspections (AEFE) to assess our programs and ensure we are meeting high standards for educating students.
• Evaluated the English curriculum from preschool through fifth grade to align English across grade levels and establish English milestones per grade level.
• Offered numerous professional development opportunities for faculty and staff, including:
• “Agencement de l’Espace” (Agence pour l'Enseignement Français à l'Etranger)
• “Two-day training on ‘Plurilingualism’ Cycle 1 (Mission Laïque Française)
• “Developing your PYP framework in the early years” (IB)
• “Early Learner Nature Exploration” (Oregon Natural Resources Education Program)
• “Teaching Mathematics through Big Ideas in the Elementary Years” (Stanford University)
• Learning and the Brain Conference San Francisco
• IB Workshops
• Middle School teacher training in implementing UDL (Universal Design for Learning) strategies in all Middle School classes
• Added 1,041 books to the French International library, with a focus on broadening representation of diverse authors in our collection for student learning.
• Created and enhanced STEAM learning experiences across the curriculum for first through fifth grades.
A PRESENCE IN PORTLAND AND THE WORLD
• Welcomed French speakers, including French journalists, poets, and performers.
• Sponsored Portland’s 2024 Bastille Day in partnership with the Alliance Française.
• Hosted the French elections in June for all French citizens in Oregon.
• Continued our partnerships with the International Baccalaureate (IB), Mission Laïque Française (MLF), and Agence pour l'Enseignement Français à l'Etranger (AEFE).
• Continued our partnership with international schools, including The Greenhouse School and Le Gymnase.
• Hosted a visit from Laurent Bili, the French Ambassador to the United States.
• Sent teachers to a training at the French Embassy in Washington, D.C., to become trainers for DELF/DALF examiners.
• Hosted a two-day visit of faculty from FAIS San Francisco Middle School.
• Increased our capacity to welcome new Maternelle students and created a larger immersion program. (In June 2021, Maternelle had 102 students, in September 2023 there were 178 students.)
FIELD STUDIES at French International
As part of the Strategic Plan, French International committed to creating a dynamic, streamlined Science, Technology, Engineering, Art, and Math (STEAM) program for all grade levels to enhance the transfer and application of learning.
Part of that commitment has included reevaluating the Lower School field studies program to ensure that each grade’s experience aligns with what they learn in class. The 2023-24 school year was the second with this more intentional program, with first through fourth graders having a unique experience.
“Field Studies echoes what students are learning on campus and reinforces the way they see,
FIRST GRADE:
understand, and learn,” said Julien Tresse, STEAM Coordinator. “For instance, third graders were learning about cities and transportation, and they saw concrete examples of how we use transportation in Tillamook for wood and milk. Fourth graders are studying our forest and labeling trees in the forest. Going to Suttle Lake gave them the opportunity to discover another environment and compare what is similar or different.”
First-grade field studies takes place on campus and focuses on connections with nature in Indigenous culture. Members of the Wasco tribe spend a whole day working with students who rotate through different activities.
SECOND GRADE:
Second graders head offcampus for field studies to the Oaks Bottom Wildlife Refuge. They learn about the animals and plants at the refuge and how to care for the environment.
“The goal of every education system is to give students the desire to be autonomous, to solve problems on their own, to acquire new skills. Being away from school, from the routine, in a new environment, enhances students' abilities to solve problems and develop new skills.”
–JULIEN TRESSE, STEAM COORDINATOR
FOURTH GRADE:
Fourth-grade students visit Central Oregon and the high desert for three nights and four days during their field studies. They visit the Sunriver Observatory and the High Desert Museum. Their experience also includes hiking, land art, and other camp activities.
THIRD GRADE:
The third-grade field studies is a three-day, two-night trip to the Oregon Coast. Students explore Tillamook Bay, learn about fish, and observe flora and fauna in the area. They also visit the Cape Meares Lighthouse and Tillamook Creamery as well as have traditional camp experiences.
ALUMNI PROFILE
Alexandra “Dzana” Ashworth
YEARS ATTENDED: 2003-2006
LANGUAGE TRACK: SPANISH
HIGH SCHOOL: OES
COLLEGE: SARAH LAWRENCE COLLEGE
Alexandra “Dzana” Ashworth attended French International for Middle School and graduated in 2006. A self-described Filipinx-American Jewish nerd, Dzana was born and adopted in Portland. With their language, critical thinking, and creative skills, Dzana pursued a career in the film industry and was a 2022 Fulbright-National Geographic Storytelling Fellow. She is also an Impact and Associate Producer for the award-winning documentary film, Fire Through Dry Grass. Dzana has told stories all over the world and reflects on their journey.
Where did life take you after French International?
I kept studying Spanish in high school [at OES], and I was able to visit Spain again one summer. Then, I melded my love for writing and art with my studies of Spanish language and film at Sarah Lawrence College in New York. I studied abroad in Argentina and became interested in magical realism and the political commentary embedded in that genre, particularly in post-colonial Latin America.
After graduating college, I moved to neighboring New York City and worked in digital news production at the Huffington Post for a number of years. That time led me to documentary film because I realized how finite our time was with the folks who we were interviewing during fast-paced news cycles.
I became interested in short documentaries and spending more time with participants, which led me to work in travel production. That was an eye-opening experience. I traveled a lot, but the clients that we were working for – often tourism boards, resorts, or hotels – wanted the glamorous visuals that you see on social media, as opposed to the nitty-gritty reality of people's lives, or the negative impacts of travel on local economies. That really informed the kind of work I wanted to go into next.
Then the pandemic happened. I began working with a production company focused on art and social justice, RAVA Films, which happened to be led by a Chilean-Peruvian director/producer and a Spanish director/cinematographer, so I did end up getting to utilize Spanish again. Their focus in 2020 was filming with artists who had work in institutions that were closed because of the pandemic. Participants often spoke about how to take care of oneself – art is often seen as healing – and were all in the midst of both a physical and emotional crisis.
That led to my next role as an associate producer in a film called Fire Through Dry Grass. The film is about a group of disabled Black and Brown gun violence survivors who were and are living in a nursing home, specifically around the initial COVID-19 outbreak. Even though I didn't have experience with nursing homes or gun violence, I had experience with being part of the disabled community, racial injustice, and talking about artists' healing and art as movement work.
While the film was in its final editing stages, I became a Fulbright-National Geographic Storytelling Fellow and went to the Philippines!
What sorts of projects did you work on in the Philippines?
I was in Northern Luzon working on a collection of short films, mostly focusing on research and development.
One project, about a group of Itawit elders in Cagayan Valley, has numerous team members behind it. The film is about passing on knowledge from a specific group of elders in this one small town. Since I didn't grow up there and I don't speak the language, it didn't feel like this was a project that I could just work on on my own. The input, insight, and thought process of the researchers and my other collaborators who are from Cagayan are so deeply valuable and are really what drives the story, as well as the input from the elders being interviewed.
The other project, a short experimental doc titled On The Day I Was Born, I filmed on a camcorder.
On The Day I Was Born is a lot more personal to my experience. It's about my specific experience of homecoming – I wanted to go to the Philippines by the time I was 30 (I turned 30 a month before I went). I’m pairing that footage with home videos that my American family filmed on their own tape camcorder in the '90s when I was a kid, tying those two experiences together, this childhood that I had here in the US in and around Portland, and then this adulthood experience of adult homecoming.
I also wanted to learn about the queer community in the Philippines, particularly along the Cagayan River, which was a trade route where the Spanish colonized and built Filipino-Spanish communities. I was curious to understand what it means to be part of the queer community in a deeply Catholic area, in the midst of major globalization and in the wake of American colonization and presence in the Philippines, aspects of American influence that now are (maybe) more welcoming to the queer community. I wanted to make a film about it, and I hopefully still will. But I also wanted to slow down and move beyond base-level assumptions that I was coming in with. That idea is now something that will probably take a lot longer or maybe take an entirely different shape because of what I learned while I was there.
How did your experience in Middle School at French International influence who you are today?
What was so wonderful for me is that I really love, and loved, writing and critical analysis.
"We were encouraged to ask questions about what we were reading and be curious about what we were learning, not just memorize it and take a test. I always loved my [Individuals and Societies] classes and my English classes."
–ALEXANDRA “DZANA” ASHWORTH
I don't think I knew what critical analysis was as an 11-year-old, but those were just two things that were naturally taught. We were encouraged to ask questions about what we were reading and be curious about what we were learning, not just memorize it and take a test. I always loved my [Individuals and Societies] classes and my English classes.
Ms. McCandless had such a wonderful influence on me, and she was so encouraging of my creativity. I think she was encouraging of everyone, but I just happened to be really interested in the activities we got to do.
Are there any assignments or activities that stand out?
We did an assignment where I think we were supposed to write an alternate version of history. What would've happened if something else had not happened in history. Let me just preface that this is a 12-year-old’s history, so I don't think the original history that I was starting with was 100% correct.
I worked with another classmate. Our project was a short story, which I'm sure was not short, about what would've happened if Einstein had not been involved in the creation of the atomic bomb, which was pretty chaotic Now, I'm obsessed with science fiction and fantasy, and alternate histories can be really thought-provoking.
Another topic that comes to mind was queer representation in Ancient Greece, which was something that we talked about during our Ancient Greece module in [Individuals and Societies]. That stuck with me. I think we were specifically thinking about it as it was part of military morale, which is interesting, but it was still a form of representation at the time.
Finally, ACE Weeks! I had such a blast in those every year. I still have some of my work that I made, including a black cat cookie jar.
What’s next for you?
I’m starting a Master of Fine Arts in Social Documentation at UC Santa Cruz. I have always loved learning and love having the opportunity to learn. But I think that as I've gotten older and certainly having gone to the Philippines, and watching what's happening all over the world, it is such a privilege to have been able to go to a school like [French International].
As I'm going into yet another academic space, those memories are so valuable for me. At the same time, I'm deeply aware of the fact that other young people don't have that opportunity.
I think that part of my work now is to try to connect that circle or ensure that it's possible in the future for everyone to have access to a good education, a complete education, and a creative education. Whether it's in a more traditional school setting, in a workshop, or just with their friends and their family who happen to want to teach them, I think that that's been something I've been sitting and reflecting on as I've seen how hard it is to access education in the Philippines, at home here in the U.S., in Palestine (to name a few), and how often education is used as a tool for political means as opposed to actual growth and learning.
ALUMNI UPDATES
2013
Madison Komeyli received her French Baccalaureate in 2018 in Literature and Philosophy with a specialty in Mathematics and then moved to Montreal, Canada, for two years to study Economics and Philosophy at McGill University. She had to take a break due to COVID restrictions because of the world shutdown. After two years in Portland, Madison moved back to Paris, France, to attend The American University of Paris. She expects to finish in 2024 if she doesn't continue for graduate studies.
Millie Orlando finished a double-degree master's program from the University of South Carolina and ESSEC Business School and has been working in Paris in the fashion industry for Givenchy. Millie oversees client experience and events for the Europe, Middle East, and Africa (EMEA) region. With the Olympics in Paris and Givenchy’s parent company LVMH being a big sponsor, Millie was selected to represent the brand in carrying the Olympic torch for the 2024 relay.
William Brett Starr attended the United States Merchant Marine Academy—one of the five federal service academies. During his time there, William spent a year at sea working on commercial shipping vessels and traveling the world. He was able to take part in Operation Pacer Goose, which took him to Thule, Greenland, where he saw the polar ice caps. Since graduating from the Merchant Marine Academy, William has started work at Foss Maritime and assisted in building the offshore wind farm off the coast of Massachusetts. William purchased a home in Vancouver, Washington, in February of 2023 and has been renovating the house during his time off the ship.
2014
Yvette Stoffels graduated from UCLA in 2022 with a degree in physiological
science. She is working as a public relations coordinator for Thrill One Sports & Entertainment.
You Lian Weiner graduated from George Washington University in 2022 with a Bachelor of Science in Public Health and a Minor in Chinese Language and Literature. She is working as a Cell Therapy Lab Associate at Children’s National Hospital in Washington, D.C.
2015
Natasha Jourdan has been furthering her education, getting internships/jobs related to her interests, traveling, and learning about world cultures. She is currently working for Christian Louboutin.
Cole Kingsbury is a senior at Western Washington University majoring in Japanese.
Riya Sivakumar graduated from Pomona College last May and has been working as a postbaccalaureate fellow at the Max Planck Florida Institute for Neuroscience this year. In September, Riya will join Harvard's Program in Neuroscience in September to pursue her Ph. D.
2016
Allison Thigpen attended Santa Clara University, graduating in 2024 with a Bachelor’s in Sociology and Psychology. She continued studying Spanish throughout college as well. Allison is currently a counseling psychology graduate student at the University of San Francisco.
2017
Cooper Kingsbury is a senior at the University of Oregon majoring in public policy.
2018
Diane Erickson graduated from Lincoln High School and then went to Portland State, where she was involved in student leadership at the School of Business and the Army ROTC. After graduating, Diane was commissioned as a second lieutenant in the
Continued on page 31
CLASS OF 2024 HIGH SCHOOL LIST
Jayden Ahrens - Rex Putnam High School
Addy Albelo - Sunset High School
Sam Baek - Lake Oswego High School
Selma Barthel - Valley Catholic High School
Coral Beauvais - Jesuit High School
Zoe Bellows - Northwest Academy or Lincoln High School
Georgia Black - Wilsonville High School
Steven Camara - Northwest Academy
Lila Ceran - Lincoln High School
Vill Clifton - Ida B. Wells High School
Ezra Coyne - Franklin High School
Vivienne Dempsey - Lincoln High School
Indira Dhruva - Central Catholic High School
Aubrey Franck - Mountainside High School
Sora Grosse - Lincoln High School
Lafayette Halla - Lincoln High School
Evan Hamilton - Grant High School
Daniel Hernandez - Westview High School
Spencer Hughes - Lake Oswego High School
Declan Ing - Valley Catholic High School
Presleigh Inukai - Jesuit High School
Parker Jackson - Lincoln High School
Thaïs Jalby - Jesuit High School
Tatum Kennerly - Lincoln High School
Arlo Kerr-Kierulff - Lincoln High School
Jai Keswani - Lincoln High School
Beckett Kilber - Sunset High School
Matvey Klebleev - Lincoln High School
Keira Liu - St. Mary’s Academy
Béatrice Ludlum - Lincoln High School
Jade Malech - Lincoln High School
Mila Monahan - St. Mary’s Academy
Leila Nicholson - Central Catholic High School
Luka Pajkic - Catlin Gabel
Sonia Parikh - Lincoln High School
Oliver Parry - Grant High School
Marketa Pechanec - St. Mary’s Academy
Sébas Pereira - Lincoln High School
Greta Perez - Lincoln High School
Alex Piazza - Woodward Academy
Leyland Reiber - Lincoln High School
Raleigh Rice - Lincoln High School
James Rubenstein - Catlin Gabel
JennaMaria Sapienza - Sunset High School
Dane Schneidmiller - Lincoln High School
Lara Sell - Lincoln High School
Melissa Sobenn - Lincoln High School
Loke Tan - Lincoln High School
Isabel Treger - Lincoln High School
Elliot Unrein - Jesuit High School
Gaby Vallejos - Lincoln High School
Alex Wieser - Catlin Gabel
Alika Wiesmann - Lincoln or Sunset High School
Nolan Will - Sunset High School
Kota Zemsky - Lincoln High School
Zoe Zenti - Lincoln High School
Vada Zolman - Lakeridge High School
CLASS OF 2020 COLLEGE LIST
Bijan Abtin - Oregon State University
Isabelle Anderson - University of Washington
Julian Anderson - Oregon State University
Sophie Armenti - University of Oregon
Ambré Barthes - Gap year
Jarmon Benjamin - University of Oregon
Étienne Bergström - Pratt Institute
Siena Borshukova - New York University
Mariella Brayton - Cal Poly, San Luis Obispo
Jonas Brodsky - University of Utah
Daniel Capuia - Lasell University
Saphina Chisek-Singh - Harvard University
Krissy Clifton - Oregon State University
Lola Connor - Oregon State University
Amelia Conser - Arizona State University
Aidan DeLong - Arizona State University
Patrick Denney - University of Utah
Jordan Donegan - Fordham University
Aminah Evans - Swarthmore College
Dilan Fein - New York University
Athena Fitzgerald - Loyola Marymount University
Chloe Gilmore - University of Oregon
Oliver Gutbezahl - James Madison University
Gus Herman - University of Utah
Ashelie Hintzman - Oregon State University
Brodsky Jonas - University of Utah
Campbell Keys - Boston University
Clara Kingsbury - University of Washington
Chloe Kitchin - University of Oregon
Susanna Kramer - Northeastern University
Lisanne Kuchela - Drexel University
Tighe Kurtzman - Florida State University
Marta Loceniece - Dental school in Latvia
Maxine Long - IE University in Spain
Sophie Luzier - Tufts University
Liam Madison - Embry Riddle Aeronautical University
Max Marsal - University of Washington
Alexander Matthews - Macalester College
Catherine McCandless - Gonzaga University
Alma Miller - McGill University
Nina Mitin - Cornell University
Xavier Mollet - Oregon State University
Matthews Morgan - Tulane University
Anders Myette - University of Oregon
Ethan Myette - University of Oregon
Lucas Nims - University of Vermont
Maneli Nunez - Univerisity of California San Diego
Surya Panyam - Johns Hopkins University
Leila Paravicini-Rovics - Willamette University
Barnett Parker - University of Oregon
Jenna Patterson - American University
Aidric Prevost - University of Oregon
Isabelle Prô - Wake Forest University
Luca Regazzoni - Oregon State University
Sofia Regazzoni - Pacific Northwest Collegeof Arts
Julia Seiple - Middlebury College
Hayden Stanford - Loyola Marymount University
Addison Strear - St. Andrews University
Ellewyn Swafford - Carleton College
Priya Ton - University of Washington
Syona Vashisth - McGill University
Sloane Warmkessel - Scripps College
Carmen Wehbe - Arizona State University
Rafe Westlund - University of Chicago
Amia Wheeler - University of Portland
Joshua Widdows - Biola University
Ava Woodbury - University of Washington
Riley Yoo - Pomona College
Mason Zimmerman - Syracuse University
Oregon Army National Guard and serves as a logistics officer while working on future career aspirations.
2020
Jordan Donegan graduated from St. Mary’s Academy. She will attend Fordham University in New York to study Journalism and be on their cheer team.
Athena Fitzgerald graduated from St. Mary’s Academy and is heading to Loyola Marymount University to study Chemistry and play on the tennis team.
immersion with WorldStrides as part of the Taiwan Winterim program at OES in March.
Ellewyn Swafford graduated from St. Mary’s Academy and will attend Carleton College with a double major in Math and French and a minor in Chemistry. She will be playing volleyball for the Knights.
Ava Woodbury graduated from Sunset High School. She has continued learning Mandarin with Middle School teacher Kelly Chen and has taken IB classes at Sunset. Ava will be attending the University of Washington this fall.
2021
Brendan Lee is currently enrolled at Catlin Gabel and a member of their robotics team, FRC. The team qualified for world championships last year and qualified again by winning first place in districts. Last year, Brendan’s role on the team was application software, and now he does wiring for the robot and is introducing circuit and PCB design to the team!
2022
Oliver Gutbezahl graduated from Jesuit and is heading to James Madison University this fall. He plans to major in international business and minor in French. After graduating high school, Oliver traveled for a month with friends from French International—Aidan DeLong, Xavier Mollet, and Max Marsal. They traveled to Germany to watch the Euros—France v. Austria. Then, they traveled to France and Italy. Needless to say, they had a blast!
Alexander Matthews attended Oregon Episcopal School for high school and graduated in 2024. At OES, Alexander served as Student Body President, a co-leader of the Black Student Union and LGBTQ+ Affinity Group, and a member of the varsity cross country and track teams, with the cross country team placing second at the 2023 state championships. Alexander received the Alumni Award for academic accomplishments, demonstrated leadership, loyalty, and promotion of the growth and ideals of OES. Alexander is a Community Services and Education Intern with the Waste Prevention and Environmental Services Department at Metro Regional Government and also participated in a Taiwanese cultural and Chinese Language
Lark Sayers is entering her junior year at St. Mary’s Academy (class of 2026). During her sophomore year, she joined the track team and lettered in Varsity in the 100m and 200m, as well as the 4x100m Varsity team. Lark set the St. Mary’s record for 100m and 200m and, at Oregon relays, placed 5th in varsity districts in the 4x100m in the Three River League. She is a member of the SMA choir, has taken on powerlifting and horseback riding outside of school, and is continuing her French education as much as possible. She was in AP French her sophomore year, and will take honors AP junior year. She was recently accepted into a trip to Nantes this summer, along with 21 other students who are a part of the French track at SMA.
ALUMNI UPDATES
Alumni news was shared with French International over the course of the past year.
We apologize if some details are no longer current. Want to update your information? Don't see yourself in the updates or lists of schools?
Share your story with the French International community: www.frenchintl.org/alumni
