La Lettre August 2017

La Lettre AUGUST 2017

french american international school | international high school

lycée international franco-américain

A PORTRAIT OF OUR COMMUNITY

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french american international school | international high school lycée international franco-américain

IN THIS ISSUE 4 HEAD OF SCHOOL

32 DESIGNERS

6 BOARD’S EYE VIEW

40 ENTREPRENEURS

A PORTRAIT OF OUR COMMUNITY

44 TRAVELERS

10 CROSS-CULTURAL

72 ATHLETES

16 INCLUSIVE

86 CITIZENS

20 THINKERS

89 GRADUATES

26 SCIENTISTS

94 DONORS

54 ARTISTS

La Lettre is published by the Office

of Communication, with tremendous thanks to all who contributed content.

Contents © 2017 Keelee Wrenn, Director Jessica Tripoli, Associate Director Rick Gydesen, Publications 150 Oak Street, San Francisco, CA 94102 (415) 558-2000

www.frenchamericansf.org

The 2017-2018 International High School Student Council Officers

head

Connecting Our Community

B

eing Bilingual at SFJAZZ, Songs for Senegal and seasonal concerts, Back à Dos performances and athletic competitions, high school graduation, lower and middle school promotions, and the Portrait Project— this school year provided a multitude of moments to look at our school community, in celebration of our diversity, in appreciation of our inclusive culture, and, often, in marked contrast to the world beyond our doors.

At the heart of our work this year was an act of deliberate reflection and imagination, our strategic planning process. In focus groups, community conversations, surveys, and committee meetings, our students, parents, faculty, staff, and trustees shared delight in what our school is and dreams of what we can be. I am proud to share with you a plan that is an affirmation of our mission and values, a celebration of our strengths, a vision of our promise, and a commitment to our strategic work in the coming years.

The plan will guide us in realizing the potential of our international program promise, cross-cultural cognition, and vibrant urban campus sustained by a proud, engaged community and a culture of giving. It will shape our future as the leader and innovator in bilingual, international, and urban education. You will find the complete version, International Vision: Connecting our Community, at the conclusion of this magazine.

Like the strategic planning process and so many other events of the year, this issue of La Lettre highlights the diverse range of abilities, interests, and talents in our school community. We are activists, artists, athletes, designers, thinkers, and so much more.

Last year, for example, our students organized a Day of Action to discuss diversity and inclusion-related topics with members of the San Francisco 4 | LA LETTRE AUGUST 2017

report, Communiqué, included in the final section of the magazine.

The following portraits demonstrate the power of our programs and attest to our vision for our school. They inspire us to put our strategic plan to work—for the benefit of our entire community. By celebrating the unique personalities that constitute our diverse community, we prepare our students to navigate the world with confidence, command, empathy, and joy. community as well as their peers, inspiring a welcoming school environment and ongoing, open-minded conversations. Student and alumni artists produced award-winning pieces in both visual arts and music, garnering national attention for our school.

High school students delved into the Theory of Knowledge, deepening their understanding of critical thought they will carry with them throughout their time at International and beyond. In athletics, coaches and student-athletes worked together to develop students’ leadership skills, underscoring the importance of commitment, accountability, and sportsmanship in their athletic endeavors.

Our parents and their continued generosity make the strong programming at our school possible. This past year marked our most successful Annual Fund ever, not only surpassing the total funds raised in previous years, but also increasing participation of our parent community. Philanthropic support of the Endowment Fund grew as well, due in part to a generous gift that will strengthen the socioeconomic diversity of our school. Parents also gave through donation of their time, volunteering as Annual Fund ambassadors, Admission ambassadors, and, beginning this summer, buddies to new families. The celebration of our community and collective achievements is highlighted in our annual

MELINDA BIHN, Ed.D. HEAD OF SCHOOL

De « Being Bilingual at SFJAZZ », « Songs for Senegal » et des concerts saisonniers aux spectacles de Back à Dos et aux compétitions sportives, en passant par la cérémonie de remise des diplômes du lycée, les promotions de l’école primaire et du collège, et le Projet Portrait — cette année scolaire nous a offert une multitude d’opportunités de regard sur notre communauté scolaire, de célébration de notre diversité, et d’appréciation de notre culture inclusive, et, souvent, en contraste marqué avec le monde audelà de nos portes.

Notre travail était cette année centré autour d’activités délibérées de réflexion et d’imagination qui s’inscrivaient dans la perspective de notre processus de planification stratégique. Dans le cadre de groupes de discussion, de conversations au sein de la communauté, d’enquêtes, et de réunions de comités, nos élèves, nos parents, nos personnels enseignants et administratifs et les membres de notre conseil de gestion ont exprimé leur satisfaction commune en ce qui concerne l’évolution de notre établissement et leurs rêves quant à son avenir. J’ai la grande fierté de vous faire part d’un plan qui se veut une affirmation de notre mission et de

head "By celebrating the unique personalities that constitute our diverse community, we prepare our students to navigate the world with confidence, command, empathy, and joy." nos valeurs, une célébration de nos forces, une vision de notre promesse, et un engagement en faveur de notre travail stratégique au cours des années à venir. Ce plan nous guidera pour concrétiser le potentiel de la promesse de notre programme international, de la connaissance interculturelle, et d’un campus urbain vivant animé par une communauté fière et impliquée, et une culture philanthropique. Il façonnera notre avenir de leader et d’innovateur dans le secteur de l’enseignement bilingue, international et urbain. Vous en trouverez la version complète, Une vision internationale : connecter notre communauté, à la fin de ce magazine.

Comme le processus de planification stratégique et tant d'autres événements de l'année, ce numéro de La Lettre met en évidence la diversité des compétences, des centres d’intérêt et des talents qui caractérise notre communauté scolaire. Nous sommes des activistes, des artistes, des athlètes, des designers, des penseurs, et bien plus encore. Cette année, par exemple, nos élèves ont organisé une journée d'action pour discuter de thèmes liés à la diversité et à l'inclusion avec des membres de la communauté de San Francisco, ainsi que leurs pairs, pour promouvoir un environnement scolaire accueillant et mener des conversations, toujours en cours, dans un esprit d’ouverture.

Nos élèves et anciens élèves artistes ont produit des œuvres primées dans les domaines des arts visuels comme de la musique, qui ont valu à notre établissement une renommée nationale. Les élèves du lycée se sont plongés dans l’étude de la Théorie de la connaissance, et ont ainsi approfondi leur compréhension de la réflexion critique qui leur sera utile tout au long de leur scolarité au Lycée International et bien au-delà. Dans le domaine des activités sportives, nos entraîneurs ont travaillé avec les athlètes pour les aider à développer

leurs compétences en leadership, en mettant l’accent sur l'importance de l'engagement, de la responsabilité et de l'esprit sportif.

C’est grâce aux parents et à leur générosité sans cesse renouvelée que notre établissement peut offrir des programmes d’une telle qualité.

L’année qui vient de s’écouler a été marquée par notre campagne de financement annuelle la plus fructueuse à ce jour. Non seulement a-t-elle permis de récolter plus de fonds qu’aucune année précédente, mais elle a suscité une participation accrue au sein de la communauté de nos parents. Les donations à notre Fonds de dotation en capital sont également en augmentation, en partie grâce à un don généreux qui permettra d’accroître la diversité socioéconomique de notre établissement. Les parents ont également fait don de leur temps, ont travaillé bénévolement en tant qu’ambassadeurs de la campagne de financement annuelle, des admissions, et pour la première fois cet été, de mentors pour les nouvelles familles. Notre communauté et ses accomplissements collectifs sont présentés dans notre rapport annuel, Communiqué, qui figure à la fin de ce magazine.

Les portraits suivants témoignent du caractère incontournable de nos programmes et illustrent notre vision pour notre établissement. Ils nous inspirent dans le cadre de la mise en œuvre de notre plan stratégique—au service de notre communauté entière.

En célébrant les personnalités uniques qui constituent notre communauté diverse, nous préparons nos élèves à évoluer dans le monde avec confiance, maîtrise, empathie, et bonheur.

mission Guided by the principles of academic rigor and diversity, the French American International School offers programs of study in French and English to prepare its graduates for a world in which the ability to think critically and to communicate across cultures is of paramount importance.

Guidé par des principes de rigueur académique et de diversité, le Lycée International Franco-Américain propose des programmes en français et en anglais, pour assurer la réussite de ses diplômés dans un monde dans lequel la pensée critique et la communication interculturelle seront déterminantes.

values Our international community brings together people from many backgrounds. Together we strive to create a shared culture that develops compassionate, confident and principled people who will make the world better. We base our community on these values: Respect, Integrity, Inclusion, Collaboration, and Curiosity.

Notre communauté internationale rassemble des personnes de toutes origines. Ensemble, nous contribuons à créer une culture qui forme des êtres altruistes et déterminés. Dotés d’un sens moral, ils œuvrent à un monde meilleur. Notre communauté repose sur les valeurs suivantes : Respect, Intégrité, Inclusion, Collaboration, et Curiosité.

MELINDA BIHN, Ed.D. PROVISEUR

LA LETTRE AUGUST 2017 | 5

trustees

conseil de gestion board of trustees

2017–2018

Emmanuel Lebrun-Damiens Consul Général de France, Honorary Chair Josh Nossiter Chair

BOARD’S EYE VIEW

Andrea Kennedy Vice Chair Chris Bonomo Secretary Stephane de Bord Treasurer Jean Paul Balajadia Clydene Bultman John Cate Orpheus Crutchfield Stephan Forget Jon Fulk* Judith Glickman Kate Green* Philippe Grenier* Diane Jones-Lowrey Ron Kahn Paul Loeffler David Low Rob Mee* Laurie Poston Carey Wintroub Debbie Zachareas * New Trustee​

in tribute We would like to thank the following Trustees for their years of dedicated service to French American and International: Vernon Goins (2008–2017) Patrice Maheo (2008–2017) Tex Schenkkan (2001–2017) Amy Guggenheim Shenkan (2012–2017)

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BY JOSH NOSSITER

"W

hy do you like the school?" asked a parent at the gathering for new French American families this past spring. Having just told her my children graduated from International in '02 and '04, she might have actually wanted to ask, "what on earth are you still doing here?!" but was too polite.

As a member of the French American family for nearly thirty years, I ask myself such questions now and again, because no matter how quickly the time has passed, three decades is a sobering number. Of course we have our mission, programs, and people, but when I think about what we are and why that is appealing, I think of the stories.

When my daughter was in kindergarten, I got a call from the school one day with the dire news that she had lice, and could I please fetch her.

Upon arrival I was swarmed by a pack of little girls, cheerfully chanting, "we have lice!" They all had long hair, and had a habit of putting their heads together to exchange confidences— the outbreak was inevitable. I hadn't planned to spend the day with literally lousy children, but I took several of them home, helping those whose parents were unable to come for them.

I was mildly irritated that my work day was shot, and clueless about what one does in such circumstances. However, they were delighted with their impromptu party. It was December, and as we drove home the children spon-

taneously broke into French carols, in the bell-like, flawless French their teacher had already gifted them. It was impossible to be irritated while "Petit Papa Noel" chorused through the car.

While chaperoning a field trip to Golden Gate Park, a child in my son's lower school class went missing as we wound our way through the island in Stow Lake. There one moment, gone the next. Some of the adults stayed with the class while the rest of us fanned out across the island, calling her name. Nobody was too worried because it was, after all, an island, and not a large one at that.

But as time passed and there was no sign of her, the anxiety level ratcheted up. The search became a little more frantic. In truth she probably was AWOL no more than a quarter hour or so, but it felt much longer. Eventually I wandered into a remote corner of the island, shouting the child's name. "Shhhhhh" I heard from the underbrush, and there she was, calmly shushing me from under her camouflage of leaves and twigs. The class had been engaged in an in-depth study of birds, and she'd come upon a nest, observing it from her improvised blind in true ornithologist fashion. A child no longer, today she is still a devoted scientist.

That same year I was invited to my son's classroom to hear his class's country reports. The children had been doing a lot of research into their various countries, but even so, nothing prepared me for the remarkable level

trustees

trustees

of detailed knowledge the presenters brought to bear on their subjects. And then it occurred to me. These children had all spent time in or originally hailed from the countries they were discussing. Nine or ten years old, they were seasoned world travelers already.

As a high school senior, my daughter played on the varsity tennis team.

Shortly before the season started, their coach quit. The girls drafted me to take her place, and although I knew several of them as my daughter's friends, I acquiesced with some trepidation. I grew up in a household of four boys, but I knew enough about teenage girls from my daughter and her pals to understand that the task I was taking on was not necessarily going to be easy.

And yet it was. Our team was a United Nations writ small, with Russian, Japanese, Brazilian, French, Spanish, and Philippine representation. There were even a few Americans. As I drove the team van from fixture to fixture, the discussions were political, philosophical, historical, and international. I'm not sure how much tennis I taught that season, but I learned a tremendous amount.

Many of those same young women were at a classmate's engagement party a couple of years ago. All college graduates by now, living around the world and engaged in professions ranging from rescuing special forces mired in distant regions to designing driverless cars, they were the same sophisticated, intelligent, engaged cosmopolites I knew from their International High School days. Not surprising, but here's the truly remarkable thing. For all their varied experience, far flung travels, and advanced educations, twelve years after graduating from International what they most wanted to talk about was their old school, their teachers and trips and friends. I think that's why I like French American so much, and why after nearly three decades I'm still here.

Correspondence is welcome, to joshua@nossiter.net

" Pourquoi aimez-vous l'école? " m’a demandé un parent lors d’une réunion des nouvelles familles du Lycée International Franco-Américain au printemps dernier. Comme je venais tout juste de lui dire que mes enfants étaient diplômés des promotions 02 et 04 de l’établissement, elle aurait pu en fait me demander " Que faites-vous donc encore ici " !! " Mais elle était trop polie pour cela. Je fais partie de la famille franco-américaine depuis maintenant près de trente ans et je me pose encore ce type de question de temps à autre, parce que, même si le temps a passé vite, trois décennies, cela donne à réfléchir. Bien sûr, nous avons notre mission, nos programmes et notre communauté, mais quand je me penche sur ce que nous sommes et ce qui fait son attrait, ce sont ces anecdotes que cette pensée évoque en moi.

Quand ma fille était à la maternelle, je reçus un jour un appel de l'école qui m’annonçait qu’elle avait des poux, et me demandait de bien vouloir venir la chercher. À l'arrivée, j’ai été assailli par une meute de petites filles, qui scandaient joyeusement : " Nous avons des poux ! " Elles avaient toutes les cheveux longs, et avaient l'habitude de se pencher l’une vers l’autre pour échanger des confidences – la contagion était donc inévitable. Je n’avais pas prévu de passer la journée avec des enfants pleins de poux, mais j’en ai amené plusieurs à la maison, pour aider ceux que leurs parents n’étaient pas en mesure de venir chercher. J'étais légèrement irrité d’avoir perdu une journée de travail, et je n’avais pas la moindre idée de ce qu’il convenait de faire dans de telles circonstances.

Les filles étaient toutefois ravies de cette fête impromptue. C’était au mois de décembre, et, sur le chemin, les enfants ont spontanément commencé à entonner des chants de Noël en français, sans faute, et avec l’intonation que leur avait déjà enseignée leur professeur de français.

Il était impossible d'être irrité alors

que l’on chantait en chœur " Petit Papa Noël " dans la voiture.

Alors que j’accompagnais une excursion au Golden Gate Park, une enfant de la classe de mon fils à l'école primaire a disparu alors que nous marchions sur un sentier sinueux sur l’île à Stow Lake. En l’espace d’une seconde, nous l’avions perdue de vue. Certains des adultes sont restés avec la classe tandis que le reste d'entre nous a entrepris de passer l'île au peigne fin, en criant son nom.

Personne n'était trop inquiet parce qu'il s’agissait après tout d’une île, et qui plus est, particulièrement petite.

Mais à mesure que le temps passait et qu’il n'y avait aucun signe de l’enfant, le niveau d'anxiété s’est intensifié. Les recherches sont devenues un peu plus frénétiques. En vérité, l’élève n’avait probablement pas disparu plus d'un quart d'heure environ, mais le temps nous avait semblé beaucoup plus long. Finalement, alors que j’avais suivi un sentier vers un coin reculé de l'île, en criant le nom de l'enfant, j’ai entendu " chuuut "" venant du dessous d’un buisson, et la petite fille était là, m’intimant tranquillement de ne pas faire de bruit sous son camouflage de feuilles et de brindilles. La classe avait entrepris une étude approfondie des oiseaux, et elle avait trouvé un nid, et l’observait de sa cachette improvisée comme une véritable ornithologue.

Aujourd'hui, elle a bien grandi, et il s’agit maintenant d’une scientifique accomplie.

C’est la même année que j’ai été invité à assister à l’exposé de mon fils sur son pays d’origine devant sa classe.

Les enfants avaient fait beaucoup de recherches sur leurs différents pays, mais rien ne m’avait pourtant préparé au niveau remarquablement détaillé des connaissances des présentateurs sur leur sujet. J’ai finalement compris pourquoi. Ces enfants avaient tous séjourné dans les pays dont ils parlaient, où en venaient. À neuf ou dix ans, il s’agissait déjà de voyageurs chevronnés.

Au cours de sa dernière année au LA LETTRE AUGUST 2017 | 7

trustees « Quels que soient la diversité de leurs expériences, douze ans après avoir obtenu leur diplôme, elles voulaient avant tout parler de leur ancienne école, de leurs enseignants, de leurs voyages scolaires et de leurs amis. Je crois que c’est pour cela que j’aime tant le Lycée International Franco-Américain, et que j’y suis toujours après près de trente ans. » lycée, ma fille jouait dans l'équipe de tennis. Peu de temps avant le début de la saison, son entraîneur a démissionné. Les filles m’ont enrôlé pour le remplacer, et, même si je connaissais plusieurs d’entre elles qui étaient des amies de ma fille, ce n’est pas sans une certaine appréhension que j’ai accepté. J'ai grandi dans une famille de quatre garçons, mais j’en savais assez sur les adolescentes au contact de ma fille et de ses amies pour comprendre qu’il ne s’agirait pas nécessairement d’un travail de tout repos. C’était pourtant le cas. Notre équipe était une version miniature des Nations Unies, avec une représentation russe, japonaise, brésilienne, française, espagnole, et des Philippines. Elle comptait même quelques Américaines. Dans la

camionnette que je conduisais d’un match à l’autre, les discussions sur des questions politiques, philosophiques, historiques et internationales allaient bon train. Je ne sais pas si j’ai enseigné beaucoup de tennis, mais j’ai beaucoup appris cette saison-là.

Beaucoup de ces mêmes jeunes femmes se sont retrouvées chez un camarade de classe pour les fiançailles de l’une d’entre elles il y a un ou deux ans. Elles ont toutes maintenant terminé leurs études supérieures, vivent dans différents endroits du monde et exercent des professions qui vont du secours à des forces spéciales enlisées dans des régions éloignées à la conception de voitures sans chauffeur. J’y ai retrouvé les mêmes jeunes filles cosmopolites, sophistiquées, intelligentes et engagées

Josh Nossiter (left) with son Jason ('02) and high school faculty member Dina Srouji at the 2016 Soirée des Vins

8 | LA LETTRE AUGUST 2017

que j’avais rencontrées à l’époque du Lycée International FrancoAméricain. Cela n’a rien d’étonnant, mais c’est quelque chose de vraiment remarquable. Quels que soient la diversité de leurs expériences, leurs voyages dans des contrées lointaines, leur niveau d’études avancé, douze ans après avoir obtenu leur diplôme au Lycée International, elles voulaient avant tout parler de leur ancienne école, de leurs enseignants, de leurs voyages scolaires et de leurs amis. Je crois que c’est pour cela que j’aime tant le Lycée International FrancoAméricain, et que j’y suis toujours après près de trente ans.

N’hésitez pas à me faire part de vos réflexions à l’adresse joshua@nossiter.net

WHO WE ARE  LA LETTRE AUGUST 2017 | 9

WE ARE CROSS-CULTURAL 10 | LA LETTRE AUGUST 2017

cross-cultural

The Portrait Project

I

n fall 2016, about 150 members from many walks and all levels of our school community—students, parents, administrators, teachers, staff, and NCIS support team members—took part in the creation of a unique, artistic portrait of our diverse, international school community. The portrait, shared in a school-wide exhibit in the spring of 2017, included photos, written text, and videos. Photos were on display throughout school buildings, while an immersive exhibition with interviews, songs, and movement filled the basement of the Arts Pavilion. While capturing the unique individual voices that comprise our community, the exhibit also invited shared reflection on values and themes integral to the school—learning, language, and the future.

The project was conceived by the French company Les Inachevés, with artistic directors Moïse Touré and Jacques Prunair, and developed and executed in collaboration with two faculty members from the arts

department, Michelle Haner (lead producer) and Matthew Perifano (in-house videographer and editor). Head of School Melinda Bihn was a key collaborative voice in helping the team develop and hone the project’s focus.

Local artists Kiazad Ehya and Jan Stürmann were also integral to the process, and worked side by side with student volunteers in gathering, editing, and presenting the material.

The Portrait Project was the fruit of a larger, multi-year collaborative relationship between Les Inachevés and French American and International. The exchange began in 2010, with shared conversations around the changing roles of art and education with the advent of the digital age. This led, in 2012-13, to the collaborative project Awaiting Dawn, a multi-faceted artistic conversation of ancient Greece.

A desire to continue collaborative exchange and further explore the relationship between individual and community, between personal experience and shared

LA LETTRE AUGUST 2017 | 11

cross-cultural

“Through its different media, the Portrait Project offered a portrait of the richness and diversity that flows through the unique, inter-generational space our school offers." values, led to the Portrait Project. While Awaiting Dawn had been largely centered in the high school, and demanded a robust engagement, the Portrait Project offered a more flexible, inclusive frame for participation.

Community members were invited to take part through one-hour interviews with the artistic team. The interview process was designed to invite personal responses, while also creating a shared frame for reflection. After a photographic portrait, participants were interviewed on video, answering the same questions as one another.

This included reflecting on memory (I remember‌) and identity (Who am I?), sharing a childhood song, and free-associating with a set of words such as future, hope, happiness, pain, language, and country.

While the structure of the spoken interview was the

12 | LA LETTRE AUGUST 2017

same for each individual, a final section dedicated to movement was individualized. French choreographer Francis Viet observed each interviewee and proposed a specific piece of movement or choreography for each participant. Together, these elements provided the raw material for the project, which the artistic team then selected and edited to create a community portrait comprised of individual voices.

The completed exhibition bridged the personal and collective, the intimate and the public. It invited reflection on past, present, and future, with space for expressing both individual experiences and shared values.

Through its different media, it offered a portrait of the richness and diversity that flows through the unique, inter-generational space that is our school.

Who Am I?

I am in second grade. I am seven years old.

I am a teacher.

I am an American.

I am half black, so I spend a lot of time thinking about and trying to explore my identity in that way.

I am a Jewish girl born in the Soviet Lithuania, raised in Israel. I arrived to the United States close to 28 years ago.

I am an artist. I am a scientist.

I am trying to figure that out.

I am a cyclist, spelunker, mountain climber, hiker, backpacker.

I am a women in technology.

I am a student. I am grateful.

I am a composer.

I am of Indian descent and I grew up in Michigan, but have been living in California for 20 years.

I am a ukulele player.

I am a gardener. I am a cook. My main occupation at this point is being an artist. I am a sculptor.

I am a poet.

I am an animal activist.

I am a girl who likes ninjas.

I am black, Japanese, and Puerto Rican. I am diverse.

I am a simple man trying to lead a good life.

I am a very compassionate person when it comes to what things are happening in the world.

I am emotional, and I feel a lot.

I am a San Franciscan.

I am a dreamer.

I am one. I am all. I am something very small.

LA LETTRE AUGUST 2017 | 13

Being Bilingual at SFJAZZ

I

n December, our students and educators graced the auditorium at SFJAZZ with an inspiring presentation on the merits of being bilingual. The event centered on four broad themes: the youngest minds are primed to be bilingual; the incremental journey of cognition, reading, writing, and speaking takes time; learning in two languages makes us nimbler thinkers and, finally, transforms us. The evening featured several students sharing their experiences of learning bilingually.

Pauline ‘30

[a Francophone who was asked if it was easy to learn English]: The thing is, if you repeat something two or three times to me, I’ll learn. But if you repeat it only once, I won’t remember what I just said.

Fatou ‘19

I believe that a language is the essence of a culture; and each culture has its own approach to literature. For example, when we write commentaries in French our writing is deep and thorough because it is focused on the quality and depth of the content. Our essays discuss several themes, and each theme is divided into several points that are developed and analyzed in detail. In English, our main focus is on the structure and flow of the argument. So, in essence,

14 | LA LETTRE AUGUST 2017

by using the techniques from both languages we're able to create elaborate essays, while keeping our writing cohesive and organized. The best of both worlds, in other words.

Amelia ‘21

French and Arabic are two very different languages with two very different alphabets. In some ways, Arabic is simpler. For example, it has a 28-character alphabet that we learned in our first semester. The writing system is perfectly phonetic: everything is as it sounds. Not so in French! French is full of exceptions. [When I went to Morocco] I was able to connect more with Arabic and with Arabic speakers. I gained a better understanding of how they use the language in everyday life. The best part was that we got to interact with local students and have simple conversations.

James ‘17

When I think in French, I think more carefully and systematically because I am working in my second language. For instance, French helps me to be more precise in physics. In an English physics lab, people assume the reader has a certain degree of knowledge about optics or refractive indices of different materials. In the French lab, very little a priori knowledge is assumed of the reader, so even though it may be less efficient having to offer a detailed explanation, I find that it's more elegant and more understandable.

Watch the video recap at frenchamericansf.org/beingbilingualrecap

cross-cultural

Developing Cross-Cultural Cognition

T

he world is increasing in complexity, yet our public discourse about international affairs has deteriorated significantly. To succeed in a global economy and make a positive difference in an increasingly interconnected world, our students need to be educated beyond our borders. In order to meet the real challenge of global education, we develop programming rooted in authentic, internationally-minded learning experiences in and out of the classroom. As a bilingual and international school, global education has been at the heart of French American and International's mission for over 50 years. We firmly believe that internationally-minded education requires a deliberate focus on what we at French American call cross-cultural cognition—the ability to think, feel, and act across cultures—that is cultivated across our school’s program.

There are several ways in which our programming allows for cross-cultural development. Our students learn about their individual identities from a young age in order to first understand and appreciate their own roots.

We encourage all community members—from families to faculty—to share their ways of life; having an educator or fellow student share his or her personal culture significantly enriches every student's experience. Further, our curriculum is designed to ensure that our academic programs incorporate international perspectives across all subjects taught. We cultivate a sense of responsibility for our shared planet, and teach students that their local

decisions have a global impact. Outside of the classroom, our students travel around the world and pair firsthand experiences with other cultures with opportunities for reflection and self-knowledge. Most importantly, our international education is grounded in the study of other languages.

We believe that acquiring competence in a second and then a third language is central to cross-cultural cognition, which is why bilingual studies are at the core of our PK-8 program. At International, we welcome a large number of students who are not French speakers and who begin or continue language studies with us in high school in either Arabic, French, Mandarin, or Spanish.

Languages come loaded with culture, attitudes, tradition, history, etiquette, and more. To learn another language is to gain an alternative perspective, increased empathy, and more openness to cultural cues. The result is not just another way of thinking but also another way of being in our increasingly complex world. This a priceless gift for students—whether they are fully bilingual, have a heritage language, or are simply beginning to acquire a second language.

Ultimately, we aim to develop global citizens who will make a positive difference in our world. In a shifting international political and economic landscape, this work is essential. Our approach to identity, community, curriculum, sustainability, travel, and languages shapes the character of our students for the benefit of our communities—in this country and across the world.

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WE ARE INCLUSIVE 16 | LA LETTRE AUGUST 2017

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Students Organize Day of Action for Diversity and Inclusion

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n March 8—International Women's Day—the Student Diversity Council (SDC) engaged the entire International student body for a Day of Action for Diversity and Inclusion. The SDC, inspired by their experience at the Student Diversity Leadership Conference in 2016, presented their ideas for the Day of Action to the academic council in August. With the support of the school administration, the students worked to organize a variety of activities and discussion groups for the day, and invited members of the Bay Area community—including District 5 Supervisor London Breed—to speak to the students and faculty about diversity and inclusion-related topics.

"We wanted to organize this event to address issues of discrimination, not only within International High School, but also on a more global scale. As many students are unaware of discrimination that their peers face, we wanted to provide a platform for sharing experiences and having open-minded conversations," said SDC member, Audrey ‘19.

Students participated in discussions about the homeless youth of San Francisco, led by Dr. Teri Delane of the

Life Learning Academy; the concept of rebellion and action, with City College of San Francisco professor Aliyah Dunn-Salahuddin; and white privilege, facilitated by IB theater teacher Michelle Haner.

During a "fishbowl" activity on the Politics of Language, one student stood up to talk about her experience with anxiety—something she had never spoken about in that kind of environment, or in that capacity, ever before. In that moment, she felt supported by her peers and comfortable sharing. Upon reflection, Audrey noted, "I was impressed by the honesty and bravery of the students. Everyone challenged themselves to listen and learn from their peers. This shows our community’s potential to become even more inclusive. I was also proud of the students who moderated and who demonstrated the importance and power of student leadership."

Conversations continued on the bus to an athletic game, and at home. Audrey is excited about future plans, but recognizes the importance of everyone's commitment and involvement. "The Diversity Council will work hard to create more opportunities for these conversations, but ultimately, it is everyone’s responsibility to continue the conversation."

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inclusive

San Francisco Board of Supervisors President London Breed Addresses Social Justice Issues at Day of Action

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he Student Diversity Council met with District 5 Supervisor London Breed after her speech to the entire student body, which concluded the day’s events. "It was inspirational and a wonderful treat for all of us.

We’re very proud of the students and it’s inspiring to hear the discussions continue in the hallways and at home," said High School Principal Joel Cohen.

Recent graduate Keishi '17 felt equally as inspired.

"The progress made over my four years at International in terms of diversity and inclusion has been astounding.

I went to a small middle school where diversity was not something we thought about, so coming to International and thinking about diversity and equity and the idea of being open and welcoming to everyone, no matter their background, made a big impact on my experience here, especially since my junior year when the Student Diversity Council came back from their conference and implemented the initiative. And now with the Director of Diversity and Inclusion joining the staff, the conversations around these topics will be an even bigger part of the school community."

San Francisco Supervisor London Breed speaks at International High School's Day of Action

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WE ARE THINKERS 20 | LA LETTRE AUGUST 2017

thinkers

Students Challenge Us to "Think Again" in Third Annual TEDx Event

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nternational High School students presented their third annual TEDx event on Saturday, February 25 in the Dennis Gallagher Arts Pavilion. A panel of six students and one faculty member were inspired by the event's theme "Think Again," and challenged the audience to reconsider their preconceived notions of the world.

Keishi and Alex ‘17 co-organized the event with the help of high school humanities and philosophy teacher Jérémie Rostan, and a production team of 25 student, faculty, and staff volunteers.

"Organizing this year's TEDx event was an extremely rewarding experience. Despite extensive logistics and planning, it was amazing to see all of our speakers, most of whom are high school students, deliver such engaging and well-thought-out talks. I learned how to guide speakers through the presentation writing and delivery processes, as well as how to plan an educational and intellectually stimulating event," reflected Keishi.

Student and faculty presenters explored topics such as disease, child marriage, racial and gender stereotypes, and mental health.

Amir ‘18 made a persuasive case for the largely invisible but perhaps greatest danger facing humanity today in his thoughtful and well-argued talk, "Disease: Our Next Greatest Threat." Upon reflection of his experience, Amir said "the greatest gift I received from my TEDx ex-

perience is courage. If you have an idea worth sharing, there really should not be anything that can stop you from spreading it to as many people as possible. Communication is essential for progress."

Maria-Camila ‘18 spoke to the issue of child marriage in developing countries in a stark portrait titled, "Child Marriage from a Non-Child Bride: Ending a Practice Through Education."

In their joint presentation, "Objectivity Is Not An Ideal," Genna and Madeleine ‘17 explored the subject of racial and gender stereotypes, and made a striking case for why the notion of colorblindness is merely an ideal, and doesn't exist in reality.

IB theater teacher and Back à Dos Artistic Director Michelle Haner offered a philosophical perspective on the subject of human connection in her inspirational "If Only I Were You: The Empathy Hack," drawing on multiple cultural and historical sources.

Closing the afternoon was a heartfelt presentation by Jo-Loretta ‘17 on the subject of mental illness. "Mental Health: The Most Underrated Issue of the 21st Century" appropriately framed Amir's opening presentation by spotlighting an issue that receives scant attention, but which may very well determine the fate and well-being of humanity as we move into the future.

Thank you, students, for encouraging us to re-examine these ideas worth spreading.

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A Collaborative and Critical Look at World Events

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he French Ministry of Education’s vision of Le Nouveau Collège promotes project-based learning, which allows students to develop deeper, practical learning competencies. Students work on interdisciplinary projects, called enseignements pratiques interdisciplinaires (EPI), throughout the year. By teaching students through engaging projects across disciplines, they begin to understand that learning doesn't happen in silos—something learned in one class can and will be used in another. EPIs also help develop cross-disciplinary skills such as research, collaboration, and creativity.

One of the ways in which French American and International is implementing project-based learning while encouraging critical thinking and collaboration among lower, middle, and high school students is through the Vertical Writing Project. For the fourth year, 5th, 8th, and 10th grade students worked together in groups to analyze and research information related to one of four relevant themes: immigration, health, education, and the French presidential elections.

Students reviewed carefully selected articles from vari-

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ous news sources—pieces containing both opinions and facts about the given theme—and conducted research to determine facts from beliefs. "Students had to take a critical lens to these issues and the ways in which information is presented by different types of media, including trusted news outlets, magazines, and more biased sources," said 10th-grade French teacher Katia Aouat.

Based on the students’ research, distinction of fact from opinion, and what they had learned in their U.S. and French History, French, and English classes, each group created a fact-based news story with illustrations, statistics, text, and source references.

Middle School Principal Fabrice Urrizalqui observed how the project impacted student learning, particularly that of his 8th grade histoire-géographie students. "Working on an interdisciplinary project on immigrants and refugees was pretty powerful for our 8th graders.

The nature of the project encourages our students to compare different news sources and viewpoints, ultimately giving them a more informed view of the examined issues." And on a personal level, "listening to their presentations was one of the best moments in my teaching career."

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Demystifying Theory of Knowledge ANDREW BROWN | DEAN OF ADMISSION AND THEORY OF KNOWLEDGE TEACHER

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heory of Knowledge (TOK) is a mandatory course that is central to the International Baccalaureate (IB) diploma experience. After 16 years of life experience and more than a decade of formal education behind them, TOK encourages students to step back from the relentless acquisition of knowledge to ask: "how do we know what we claim to know?" It also allows them to appreciate the intrinsic value of that very question, and to develop an enduring fascination with the attainment of human knowledge.

Students are encouraged to discover and express their views, to share ideas with others, and to listen and learn from what others think. TOK is about asking questions and daring to know for oneself. It is subversive in the sense that it discourages swallowing conventional ideas of the day or the prepackaged opinions of peers or authority figures.

The TOK learning quest requires a kind of safe stress.

It engenders the possibility of failure, the freedom to inquire and question, the space to grapple with and work through complex ideas, and, not least, the time for rest and reflection. At times there will be resistance or frustration in the room—nobody ever changed their mind without some discomfort. Of course, emotional tension must have its release. The teacher must, at times, rein in chaos and provide a safety net. But not too soon; like stand-up comedy, timing is everything!

Although metacognition is not at the center of TOK, the course is a natural vehicle for students to understand their own thought processes. It can be cathartic to recognize what learning strategies and habits work best for each of them, and how emotional factors can sometimes come into play. This awareness can result in new levels of agency and confidence.

Awareness of oneself also entails better understanding of the differing perspectives of others. Each of us is unique; but our uniqueness is anchored in a common human predicament. We are embodied knowers, contingent in time and space, embedded in specific linguistic, cultural, and historic contexts. Awareness of this invites students to adopt a pluralistic attitude, an attitude which recognizes the richness of differing, sometimes parallel, perspectives and assumptions of others. This is the essence of cross-cultural cognition and the internationalmindedness of our school’s mission.

A TOK outlook is the opposite of feeling intimidated or

Andrew Brown presenting at the Being Bilingual event at SFJAZZ, December 1, 2016

bewildered by knowledge. The experience can demystify much of what passes for knowledge in the various academic disciplines. Accordingly, no work of art, literature or music, no scientific announcement, historic controversy, mathematical argument, ethical conundrum or political complexity are forever off limits. If students develop an authentic sense of ownership of the edifice of human knowledge, they will never feel alienated or defeated by intellectual forces beyond their control.

Keeping these ideas in mind, I tell my TOK students unambiguously that it doesn’t matter how smart you think you might be compared to others in the room, and it doesn’t matter what I as teacher might have read or think. What matters is your own participation in the discussions and the gradual deepening of your own understanding. Ultimately, even their semester grades or final scores on the IB matrix are dwarfed by the importance of the critical thinking tools they will take with them to college and beyond.

The students, as Walt Whitman stated, "contain multitudes." They are far bigger than any program—even a great one like the IB diploma! In two years time, when the dust clears on the particular nuances of TOK, what will count is the deeply rooted capacity for critical thought and the confidence to act—to be a player in the real world and make a difference!

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High School students presenting at the Being Bilngual event at SFJAZZ, December 1, 2016 24 | LA LETTRE AUGUST 2017

Middle School students presenting at the Being Bilngual event at SFJAZZ, December 1, 2016 LA LETTRE AUGUST 2017 | 25

WE ARE SCIENTISTS 26 | LA LETTRE AUGUST 2017

scientists

Science is Curiosity, Persistence, and Finding the Small “aha” Moments

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everal middle school students participated in the 35th Annual San Francisco Middle School Science Fair at the Randall Museum in February. All public and private middle schools in San Francisco were invited to participate. Two French American students—Alexander ‘22 and Juliana ‘21—conducted and presented their projects under the guidance of middle and high school science teachers Mathieu Busine and Christine Bois.

Alexander ‘22 The name of my science project was Radiation Nation.

I was curious about how microwave radiation affects different organisms. I decided to microwave seeds and yeast for various lengths of time to determine which seeds grew the fastest and whether microwaving yeast affected its oxygen content.

I found that the most challenging aspect of the research was synthesizing the information to arrive at a conclusion and then presenting the information in graphs and text.

The conclusion to my hypothesis was that a little radiation is fine and at a low level (15 seconds), the seeds actually grew faster and taller; however, too much exposure to radiation had negative effects. Seeds didn’t grow and the oxygen content of yeast decreased which resulted in a slower growth rate of the yeast.

I really enjoyed creating this experiment: planting the seeds and watching them grow, and microwaving the yeast and watching the resulting effects. I am proud to have represented French American in the San Francisco Science Fair twice, in 6th and 7th grade.

Alexander’s Radiation Nation San Francisco Science Fair project won 3rd place citywide.

Juliana ‘21 I love participating in the Science Fair, and this was my third year doing so. This year, I worked on a project entitled The Effect of Temperature on Electrical Resistance (Wirewound Resistor versus Carbon Film Resistor).

I asked myself the question: How would the temperature of a conductor affect its conductivity?

This year, my science fair project had many complications, unlike the past two years. I originally started with a completely different project.

I was testing the quality of lake water and comparing it to rain schedules to see if fertilizer runoff was polluting the water. In theory, I believed this experiment could yield very good results, but when I tried to test the quality of the water, I soon realized there were many too many variables. I could not control my experiment, and so I had to scrap it and restart.

This time, looking for a more controllable experiment, I turned to my 6th grade project (which had worked very well) for inspiration. In 6th grade, I tested how the length and diameter of a copper wire affected its electrical resistivity. I looked for another easily controllable parameter which would also affect resistivity, and I came up with temperature. I believed this experiment would be very straightforward—I was proved quite wrong. Time and time again, I created a setup for my electrical circuit and began testing using that arrangement, but every time, the results were meaningless, and I had to figure out where I had gone wrong, then reevaluate my setup and create a new one.

I finally figured out a method which yielded meaningful and accurate results, and I only included the results of these trials in my final write-up. The real learning from this year's science fair for me was about true science: it's not all discoveries, one after the other, or triumphs, or experiments gone well. There's some of that, but mostly, science is all the messed-up attempts, or things not going the way you expected or wanted them to. Science is about finding those small "aha!" moments amid the vast number of failed tries. Despite this, I still absolutely love science!

Juliana continues her studies at International High School this year. "I think the academics at International are the best out of all the high schools in the city. I'm really excited!"

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Nurturing Students’ Curiosity About the World Around Them

CATHERINE BOUCHER, LOWER SCHOOL SCIENCE COACH | ERICA KATZ, LOWER SCHOOL SERVICE LEARNING COORDINATOR

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Senagalese forestry engineer and conservationist, Baba Dioum, said in a speech in 1968, "In the end we will conserve only what we love, we will love only what we understand, and we will understand only what we are taught." Since then, Dioum’s words have been quoted many times in many places and they continue to have power today. At French American, we can infuse our teaching with the power of those words. Our students arrive in our classrooms eager to learn about the world around them. They are curious, motivated, and want to learn about the diversity of life on our planet. They want to learn about the far reaches of the universe and about the life of the tiniest creatures.

With a natural sense of wonder, our students avidly engage in scientific, hands-on activities such as observing

the daily life of a roly-poly in the science lab, pollinating a pumpkin plant by hand in the classroom, and developing a small garden in an unused, unlikely patch of our school yard. Our young students take to heart the idea of protecting the flora and the fauna.

They also want to know about about the things we own and use—what materials are used to make all this stuff? Where does it come from and what happens to all of it? They want to understand the little problems and the big problems that face our world. They want to be problem solvers... and they are problem solvers! Used books become part of a shared mini-library in the play yard.

Recycled materials become small gardens, flowers, and insects. Tiny seeds become strawberry flowers that attract bees and encourage pollination.

More than ever before, students are learning to

The Lower School Urban Garden Project

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“While I think that it is important to turn off lights, to use less wood, to use your car less and public transportation more, I think it is even more important to have creative and innovative ideas to revolutionize our current technology and make a more sustainable way of living possible." —DENIZ ‘25 sharpen their critical thinking and communication skills to show their intrinsic creativity and sense of natural wonder. Our students are the next generation of bilingual environmental stewards who are able to speak up about what they love. It is our responsibility as educators to nurture their curiosity and sense of collaboration, and to give them the tools to strengthen their voice.

Guidelines provided by both the Mission Laïque Française and the Next Generation Science Standards encourage teachers to guide students to master techniques for public speaking. Our team teaches students the art of argumentation through techniques such as arguing from evidence, discussing ideas, encouraging collaboration, listening to others, and asking questions. Through the innovative efforts of our educators, we are teaching students to think like scientists, preparing them to become

committed, creative, and curious bilingual citizens.

Engaging in argument from evidence, oral communication and fueling student curiosity are not limited to only science or sustainability; these crossover skills apply to mathematics, languages, history, arts, and humanities as well. It’s a new way of thinking for our students.

We are lucky, as teachers, to be able to share in the hope and joy coming from our young students. We often rediscover our own commitment towards making a better world as we work with them. As we help to nurture our students’ understanding of the world—by promoting scientific inquiry, giving voice to students’ questions, permitting students to design their own projects, and encouraging thoughtful reading in all disciplines—we also nurture a sense of stewardship. They will protect and conserve what they love for years to come.

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From Science Labs to Coral Reefs

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nternational’s globally-minded education begins in— and then extends beyond—the classroom to provide an authentic, experiential learning environment for our students. This pedagogy teaches students that their impact extends beyond the walls of our school and the perimeter of our city, and further cultivates a sense of global and environmental responsibility.

The experiential aspect of the high school science program begins in the lab and ultimately prepares students for fieldwork and service learning in global communities. Joel Cohen, International High School Principal, explained the way in which the sciences learned in school equips our students with the skills to help others around the world. "At International, we have an experimental approach to the teaching and learning of sciences. Our students work in real life environments where they learn how to design experiments, set up protocols, collect and analyze data, and evaluate the validity of their results.

Building acqueducts in the Dominican Republic 30 | LA LETTRE AUGUST 2017

This empowers them to apply their knowledge beyond our classrooms and our Global Travel Program is often a beautiful example of this aspect of the International experience."

In March, two groups of students traveled to the Dominican Republic to work with the local population and construct aqueducts for a community without running water. In addition, they helped the conservation efforts of a world-renowned organization that aims to preserve sea turtles and coral reefs. Sara Johnson, Assistant Athletic Director, coach, and one of the trip chaperones, recalls one of the group’s service excursions to Saona Island.

"It was mesmerizing. We met Negro, a local man who has single-handedly helped to revive the sea turtle population on the island. During mating season, he walks for hours every morning to protect the species, and both groups of students went on a turtle walk with him."

Commendable work, students!

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ALUMNI SPOTLIGHT

Larson Holt ‘15

Columbia University Freshman Shares a Toolbox of Ways to Approach a Problem

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arson Holt ‘15 studied high level physics in the IB, but took the class in French, gaining exposure to the French system of studying science. How does the learning of this seemingly universal subject vary across languages? "Even though science is often seen as being the same across the board, the approaches and the way problems are presented—even the way unit conversions are calculated—can differ when you’re switching from one language [and system of learning] to another," reflects Larson.

Now a student at Columbia University studying Urban Studies and Political Science, Larson acknowledges how the bilingual approach to science has helped him and his college peers.

"There is a core science class that everyone takes in their freshman year at Columbia called Frontiers of Science, which tries to instill scientific habits of mind. Going in with an approach and a scientific mindset that was somewhat different from what my peers had helped me contribute more effectively to the classroom."

In the first few weeks of classes, Larson would present a calculation in the French style at the front of the classroom. While some of his classmates may have been confused at first, seeing a division or multiplication written on the board in an unfamiliar style, eventually perspectives started to shift. "I think for some people it ended up being easier and clearer to look at and know that there isn’t just one way of responding to a prompt, there isn’t just one way of presenting an answer, and there isn’t one way of laying out a mathematical operation."

Larson continued, "Having access to a different perspective is really useful when thinking through a problem, especially when it’s very tricky. It allows you to pick whichever method you think is going to work best. I think that’s what bilingualism teaches—there are always different approaches. It provides a toolbox of ways to go about finding a solution."

Larson Holt '15, on the 2013 Service Learning trip to Senegal

"That’s what bilingualism teaches: there are always different approaches.

It provides a toolbox of ways to go about finding a solution.”

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WE ARE DESIGNERS Middle School Design Lab, January 2017

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Sparking Creativity and Innovation

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he Design Lab at French American and International is an experimental learning space that offers a multidisciplinary curriculum for students in grades 6 through 12. The learning that takes place in the lab encourages the development of creativity and innovation by integrating design thinking—a problem-solving strategy developed by the Stanford University product design department and formalized by the Stanford d.school, with a strong focus on science, technology, engineering, art, and math (STEAM). Students become better innovators and designers by working through processes such as researching, observing, collecting information, experimenting, and building.

As a part of the high school Design Tech curriculum, 9th grade students combine creativity and technology in the Research and Design class. They learn to design projects from ideation to creation using technology including 3D printers and laser cutting machines. They also learn how to navigate essential modeling software and do basic programming and coding. Last year, 9th-

grade students designed sound reactive light features using code to sync the colors of lights with the sounds of a selected song. Emerson ‘20 and her group created the Pac-Man Ghost Light-Up Speaker. "The most challenging part in developing the speaker was the coding—it took us a little while to ensure that there were no mistakes in the code and that all of the colors were coordinated," said Emerson. "[Through this project,] I learned about the design process of doing research, making a plan, making a prototype, sketching the final model on the computer, printing, and assembling the pieces."

Building upon the 9th grade foundational course, 10th grade students can choose to further their study of concepts such as product design, environmental design, and architecture in a UC-approved Design Tech elective.

As students progress through the program, it evolves in focus and scope to prepare them for the IB Design Tech class in grades 11 and 12. Last year, 11th grade students were introduced to cutting-edge tools and participated in a variety of workshops—including woodworking, vacuum forming machinery, and metalworking—at community-based makerspace, TechShop San Francisco.

High school design students learn new skills on a visit to TechShop San Francisco

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Those students, now seniors, will this year utilize the TechShop for their IB senior projects, for which they’ll determine a problem to solve and offer a full scale, working prototype as a solution.

The following Design students reflected on their experiences last year.

AMAYA ‘18 What inspired your project?

The goal of this project was to create a toothbrush for kids between the ages of 5 and 7 with specific consideration of the function of the toothbrush, aesthetics, and appropriate hand-to-handle size ratio in relation to mouth size.

What was the most challenging part of developing your project?

The most challenging part was creating the model out of foam. While being very versatile, foam is difficult to work with and it wasn't always easy to manipulate to the intended final product.

What did you enjoy most about the design process?

My favorite part of the project was designing the toothbrush through the preliminary sketches. From there, I was able to test and hash out different ideas, then gauge how feasible my design was.

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What did you learn?

I learned that the materials you choose can impair your final design and the extent to which the details in your initial sketches are carried through to your final product.

This project served as an introduction to our unit on anthropometric design, so I learned quite a bit about including factors in your design to ensure products meet the ergonomic needs of users.

FLORENCE ‘18 Tell us about your project and what you learned through the design process.

We worked on many engaging projects in Design Tech, one of which was the egg carton project which focused on dematerialization and functionality. We had to design a way for eggs to be stored and sold in a package. In developing this project, one of the challenges was keeping it compact without sacrificing space where the eggs could fit, or the creative aesthetic of being modeled off of an Easter basket. I enjoyed putting all of the pieces together and seeing how it looked when it was assembled. I think it could work in the egg market, which feels like a success. Overall, I learned that packaging is a big part of product design. Without packaging, the design is not sellable. In order to reduce waste, a good packaging design is an essential part of a product.

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SASHA '20 "I love design and wanted to go overboard with this project," began Sasha ‘20, when asked about the lightbox project she designed as a 9th grader last year. "It was a group project and took some time to figure out what we wanted to do, taking into consideration everyone’s ideas. The lightbox needed to incorporate at least two LEDs, and the code had to be written so that the light would respond to music, and not light up when there is no sound."

This project marked Sasha’s first time using the Design Lab’s 3D printer. "I had to print the pieces twice, using the [3D modeling software] SketchUp program and changing dimensions to get the size and thickness we wanted. I learned to consider all aspects of design [when creating this piece]," including what she considers a design flaw—where to place the power cord. "I had to put it at the top as sort of an afterthought, as I was so focused on the actual light piece."

Admittedly, the coding took a while to get right, but in the end everything was in sync.

"The first phase was to illuminate the box, then I focused on the movement of the lights up and down the piece. I ended up using 100 LEDs and had to program the colors so the specific LEDs would light to the color we wanted at the right time and sequence."

Maker Faire On May 19, close to 20 students attended the Bay Area Maker Faire in San Mateo. Engineers from Google and startups alike were present alongside our students to share ideas and discuss how things work. Design Tech teacher Barbara Abecassis accompanied the students at the Faire. “I think it’s a great educational opportunity and it’s wonderful to see our students communicating their ideas with a wider community of engineers and companies in the Bay Area.”

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Students Learn Fundamental Design Skills in Robotics Club

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ince its launch in September 2016, International High School’s Robotics Club has provided a space for students to build, code, and test robots. Under the guidance of Physics and Design Technology teacher Rob Cowen and Mathematics teacher Guillaume Pignol, students develop fundamental design, programming, and problem solving skills.

In spring 2017, after working through a series of challenges by Lego Mindstorms and Arduino, students began designing a robot for entry into the popular TV show, BattleBots. On a mission to build the most skillful robot for review 36 | LA LETTRE AUGUST 2017

and approval by the BattleBots team, students conducted research and sketched preliminary design concepts, applying physics knowledge to appropriately model the robot’s electrical systems. This fall, students will continue developing their design using CAD drawing and modeling software. The final design will be submitted to BattleBots and, if accepted, International students will have the opportunity to continue building the robot and compete against others submissions.

The Robotics Club reconvenes each fall and is open to all high school students, regardless of prior experience.

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ALUMNI SPOTLIGHT

Francke Wurzelbacher ‘11

Tulane University Grad Launches Architecture Career at Leading San Francisco Firm

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n her first year of work at Skidmore, Owings & Merrill, Francke Wurzelbacher ‘11 launched into her architecture career, working on the renovation of the previous Bank of America headquarters in the Financial District of San Francisco, and the expansion of the international terminal at the Seattle-Tacoma International Airport. "The renovation project has been interesting because we have been working with the Historic Preservation Board of San Francisco. The entire process has required a strategic approach because we’re evaluating how to modify the existing structure—basically a glass cube built in the ‘60s," shared Francke.

By senior year of high school, when peers and faculty began asking Francke what she wanted to study, architecture immediately came to mind. "I grew up with construction and architecture industries in the background of my home, because my dad went to architecture school and worked in the field for most of his life," Francke stated. "I was always drawn to it because of the combination of creativity and art with critical thought and science."

Making the decision to study architecture while still in high school allowed Francke to focus her college search on schools that had accelerated, dedicated programs.

She attended Tulane University, which enabled her to receive her master's degree at the completion of the five-year program. "In school, I was interested in sustainability and futuristic planning of cities. My thesis was on water conservation and recycling water from the city, designing an aquatic center to make the process playful and fun, as well as giving people the opportunity to see some of the science behind regenerating and recycling."

While attending Tulane, Francke was able to travel extensively, exploring the architecture of cities and towns throughout Europe, with a long stopover in Rome for a semester of study. She expects to continue her travels once completing her architectural licensure in the next few years. "Part of going to International is developing that wanderlust feeling of wanting to visit other places."

French American and International instilled in Francke

more than just a desire to travel. "International really prepared me for college. I was in the French Bac S program, and spent many hours doing homework and studying with a small group of students. I found it easy to transition into the architecture program at Tulane—which actually wasn’t a big transition at all!"

"I had such phenomenal science teachers, especially Madame Bois. We had so much fun in her class while learning an astounding amount of material. Learning from so many different teachers taught me how to have educated conversations with adults from a young age.

Speaking in different languages helps students develop really great communications skills, and taught us how to communicate with someone who didn’t necessarily see things in the same way we did. I found that it was really easy to communicate and get around Europe while I was traveling, because I had the foundation of how to communicate, even when I didn’t know the exact word to say."

Francke will be spending the next couple of years preparing for her architecture licensure, balancing studying for the seven exams with her busy schedule at Skidmore, Owings & Merrill. "While I’m ultimately interested in sustainability, I’m still getting my feet wet with new projects at work. So we’ll see where that leads me in the coming years."

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designers

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designers

Learning to Code, Coding to Learn

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rench American International School’s Tinker Space, now in its fourth year, engages all lower school students in technology and design, offers support and resources for teachers to develop STEM projects for the classroom, and provides students a space to take initiative and be collaborative, curious, and creative.

One of the ways in which we use this space to engage our younger students in coding and technology is through participation in Hour of Code. Each December, as part of Computer Science Education Week's worldwide Hour of Code, French American 1st, 2nd and 3rd graders take to their iPads and laptops in the Tinker Space for an introduction to the basics of computer programming. French American's participation in the annual global educational event provides our younger children the opportunity to learn about coding—and marks our 1st graders’ very first visit to the Tinker Space.

Under the guidance of Lower School Technology coordinator Philippe Charpantier, our students attend an hour-long workshop to learn the basics of a programming app called Kodable, which employs visualization

as a key learning tool. Employing building blocks— where each block contains a line of pre-written code— the children learn how to sequence each block into a "dialogue" that produces a desired goal, such as turning an image upside down and backward, or changing the course of a path across the screen. Although in later years students will learn how to author the underlying code itself, the Kodable exercises teach them to think spatially in order to conceptualize how the individual components work together. "Similar to how we say learn to read and read to learn, we believe we are learning to code and coding to learn through this program and in this space," shared Philippe.

Later in lower school, computer programming is integrated into the curriculum for students in grades 4 and 5, who have exposure to programming-integrated activities such as robotics with Probots and Sphero, and block programming with Scratch. Philippe continued, "In the Tinker Space and through coding, technology, and design, our students are acquiring knowledge and skills outside the box; they are learning to try, to fix, to debug, to collaborate, and to create."

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WE ARE ENTREPRENEURS 40 | LA LETTRE AUGUST 2017

entrepreneurs

ALUMNI SPOTLIGHT

Sieva Kozinsky ‘08

StudySoup CEO Named to Forbes 30 Under 30

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n January, Forbes released its sixth annual 30 Under 30 list, recognizing 600 leaders across 20 different industries who are "challenging the conventional wisdom and rewriting the rules for the next generation." Expert judges chose from more than 15,000 nominations, accepting less than 4% into these top echelons of entrepreneurs who are inspiring change through new solutions.

Among them, Sieva Kozinsky, CEO of StudySoup, is one of 30 "edu-preneurs" featured in the Education category. StudySoup—an online peer-to-peer marketplace that connects top students with those looking for a little extra help in the classroom—works with a community of more than 500,000 students across more than 150 schools.

Sieva '08 credits his time at International High School with preparing him for where he is today, particularly the school’s International Baccalaureate (IB) program.

"Overall the IB program was a transformative experience," said Sieva. "By every measure, it was very chal-

lenging. You had no choice but to work hard and earn it.

But you were surrounded by people who were all going through the same struggle and offered you support along the way. Though it was a tough program, in the end it was very rewarding."

Sieva also acknowledged the support and instruction he received from his teachers. He recalled math teacher Netta Maclean imparting an early and valuable lesson in leadership to him. "[Netta Maclean] was my math teacher for two years, and she left a tremendous impression on me. She was firm but made it very clear that she believed in her students, and people loved her for that.

She knew exactly how to read people, and would subtly make you push yourself to work harder and be a better you," said Sieva.

He also discovered his passion for public speaking and debate, skills that he has found essential in his current role, through his experiences in Debate with Dan Harder. "He volunteered to teach in the basement of our school twice a week. Class would start at 7am, before the school had even unlocked," recalled Sieva. "He was very engaging, and the class was so much fun that I remember actually being excited to get up early and lug myself to this class!"

In Forbes' lists, readers will see names they recognize, such as White House Strategic Communications Director Hope Hicks, YouTube star Tyler Oakley, and Olympian Michael Phelps. Among them, hundreds of entrepreneurs—working tirelessly to make a difference in Energy, Healthcare, Science, and more—were also recognized.

Check out the full list of 30 Under 30 at www.forbes.com/30under30

LEFT: Sieva was an active member of the International High School Swim Team. In recent years he returned to International to serve as as one of the team's swim coaches.

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entrepreneurs

Students Learn Fundamental Business Concepts During Summer Internships

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nternational High School students have the opportunity to step outside their comfort zone and gain foundational business knowledge—and a peek into the work and environment of an industry in which they are interested—through summer internships at a variety of companies in the Bay Area and beyond.

Entrepreneur-turned-teacher Amanda Patterson developed a business program for students to gain experience through internships and reflect on their skill sets and goals beyond high school. "The program introduces students to business through real world settings so they can gain exposure to different industries and have a better understanding of what they want to explore," shared Amanda. "French American and International believes in critical thinking and the importance of hands-on, project-based learning, and the business program provided students with an opportunity to selfreflect, evaluate and problem-solve based on actual scenarios."

Last summer, Margot ‘19 interned at Voltage Pictures in Los Angeles—the production company that released The Hurt Locker and Colossal. "My greatest passion is film and I hope to one day become a film director. I had the opportunity to read scripts and write coverages on them (a detailed report on whether the script has potential), sit in on team meetings, attend a screening of a work-in-progress film and provide feedback to the team.

I gained better communication skills—while in meetings, I had to learn how to use my voice when speaking about the scripts that I had read. Generally, I was able to experience the environment of a production company and gain a first-hand look at what my future could be," reflected Margot.

The inherent search for an internship teaches valuable lessons, as well. "There were times when I didn’t receive a response from the companies I had contacted. However, as I kept pushing and searching for more opportunities, I discovered that Amanda [Patterson] had a connection with someone at Voltage Pictures. Even though there are companies that may not be interested in bringing in a high school student, there are businesses that are more than willing to share what life looks like in their shoes.

Never stop pursuing an opportunity," advised Margot.

Over 20 students have gone through the program at International, learning about themselves, their skill set, ambitions and, most importantly to Amanda, how to plan for their future and achieve their dreams.

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"My hope is that they now feel more confident in what they would like to explore further as they move forward in their lives."

During her internships, Kaysie ‘17 learned about herself and who she wants to be—the CEO of a social and civic technology company.

While at International, Kaysie ‘17 interned at two technology companies: Arterys and AECOM. She shared her impressions of her experience at Arterys—a biomedical startup that created a 4D non-invasive, clinical SaaS (Software as a Service) medical imaging analytics platform—and how the program has impacted who she hopes to become.

Kaysie is now a freshman studying Computer and Information Science at Cornell University.

Why did you choose to intern at Arterys?

My first year interning, I actually had no idea what I wanted to do. I loved STEM, specifically biotechnology, but I also really liked business and wanted to learn more about marketing. So, I talked with Amanda [Patterson] about my interests and we came up with a list of "dream companies" to contact. I cold-called and emailed some of the companies on my list, but ultimately I ended up at Arterys through a connection that Amanda had with her long-time friend, the co-founder and CTO of Arterys.

They were interested in the internship program and my interest in biotech aligned perfectly with the 4D medical imaging software they were developing. I was passionate about their industry and interested in learning how their cloud-based imaging analytics could advance current healthcare systems. I wrote up a business plan, sent them an email, and pitched a couple ideas regarding how I could provide value as a prospective intern. In the end, it all worked out and they took me on!

Tell us about your experience.

Going into the internship, I thought I was going to do marketing work for Arterys. My proposed plan was to research and connect with potential partners in addition to building up Arterys’ online presence. What I ended up doing was anything but that. On my first day, my mentors John and Sasha told me to do a little explor-

entrepreneurs

ing before settling in. Rather than jumping straight into projects, they wanted me to play with their existing technology and learn more about its functionality. After sitting in on team meetings and shadowing their software developers, I was amazed by how the Arterys technology was completely powered by code. It was inspiring to see how easily they could transform their ideas into products that profoundly impact our current healthcare industry.

That was when I realized: ‘this is exactly what I want to do with my life! I want to write code and create technology solutions to solve real world problems, just like they are.’ I told them this epiphany and that I knew how to program in a couple languages (Python and JS at that time), and the next day I was working with their software engineers to create graphics for their platform. Consequently, for the rest of my internship, I got to write code, help debug their programs, and learn directly under the support of the founders.

What did you learn?

I learned so much—not only how to sustain connections through networking, but also how to adapt and keep an open mind. Had John and Sasha not kept an open mind and let me play with their technology before diving into projects, I may not have discovered my love for computer science and entrepreneurship. I learned a lot about myself and who I want to be, too. In the future, no matter what I do, I want to be able to help other people and make our world a better place—be it socially, environmentally, or economically.

What did you learn in class that helped you during the internship?

What really helped was knowing when and how to ask questions and offer my opinion, especially when collaborating with others. Doing group projects with students from all around the world in my online IB business management class was actually quite similar to working on teams at Arterys because many of the software developers were not physically based in San Francisco.

The majority of the engineers were based in a Canadian incubator, so we were constantly collaborating over Google Hangouts and email.

But, since I had experience being a part of teams with students from the UK, Germany, and Panama in my online class, the process of communicating with the engineers felt really natural.

Are you curious about exploring this field in the future?

Yes, definitely. Since my internship at Arterys, my love for software development, technology, and entrepreneurship has only grown. I’m a Girls Who Code Alumnae, I’ve attended and won a few hackathons, and I was recruited as an AOL #BuiltByGirls Ambassador. Had it not been for my internship experience, I never would have discovered my passion for computer science and creating technology solutions. Hopefully one day I’ll be able to fulfill my dream of becoming the CEO of a social and civic tech company or engineering firm, too!

Kaysie and her internship team at Arterys

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WE ARE TRAVELERS 44 | LA LETTRE AUGUST 2017

travelers

HIGH SCHOOL GLOBAL TRAVEL

Transformative Experiences

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nternational’s Global Travel Program provides opportunities to enhance our students' globally-focused education outside of the classroom, enrich their linguistic proficiency, and immerse them in a culture different from their own. In 2017, the Global Travel Program grew substantially, with a record number of participants and destinations. Students traveled to India, Malawi, Cuba, the Dominican Republic, Tahiti, Taiwan, Myanmar, and Puerto Rico. As different as the trips were, they all shared common characteristics that are the bedrock of the program—they were educational, unique, and transformative. Global Travel Program Coordinator Jérémie Rostan shared his perspective on the trips’ learning objectives and vision for the program.

"While service learning and exposure to a different culture was common among all of the trips this year, each one had a specific theme. Students who traveled to

Puerto Rico took Spanish classes, stayed with local families, and discovered the arts and politics of the island.

Those who went to the Dominican Republic learned about marine biology, while those who traveled to Cuba discovered the past, present, and future of the country.

Students who traveled to Myanmar interacted with peers, artists, politicians, and monks, and developed photojournalistic skills.

Some of these new trips took students off the beaten path, allowing them to be immersed in the previously inaccessible territories of Myanmar and Cuba. However, another important dimension of the Global Travel Program is that students learn the proper way to travel— even to more typical tourist destinations. We wanted students to understand and appreciate life in Puerto Rico and the Dominican Republic, so working with the local population to bring running water to a remote village

The 2017 International High School trip to Cuba

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travelers

and playing baseball with the Dominican Republic’s youngest inhabitants; learning about sea turtles and coral reefs from a world-renowned organization and helping its conservation efforts; meeting with political parties (statehood versus independence) and exploring San Juan's street art—this is the proper way to experience these islands.

In the end, the common goal of all of our trips is to be transformative. Indeed, traveling is such a unique learning opportunity, because there is no better way to find oneself than to experience a different reality and make the knowledge gained a new part of a new you."

Here is a brief look into the students' daily experiences abroad.

ZACK ‘18, INDIA

I cannot think of a day that has changed my personal view on life more than this one. We participated in my absolute favorite activity thus far—a visit to a school dedicated to children whose families fall under the Indian poverty line. The children's immediate thrill that filled them when we entered the gates was all I needed to satisfy my morning. But those brief two hours were not about me. Evan, Ilana, Bethania, Mya and I planned outdoor activities for the children prior to the visit; the

Myanmar 2017

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only one that we played was tunnel tag, which they loved! The restless students then proceeded to teach us a handful of their own favorite playground games. This was my favorite activity of the trip so far because it allowed us to interact with the kids of these communities, and show us that we can make a difference in these areas by simply playing with them, and making them smile from ear to ear. The kids were energetic, grateful to be with us, respectful, joyful, and eccentric. I miss them already.

It was extremely special—the memory of the children will remain ingrained in my memory.

ANNIKA ‘20, PUERTO RICO

After a lunch of chicken, rice, beans and lettuce, and a game of ping pong, we travelled via guagua to Viejo San Juan, where the governor lived and worked. There, we learned about the fiscal debt and statehood of Puerto Rico. After the presentation, we asked Catherine, the presenter, about her predictions on the outcome of the [statehood] referendum. She was very kind about it and even had a brief debate with Mr. [Scott] Paton. Later, I had a hearty dinner and participated in a knitting circle with my host family, which seems to be a reoccurring event we have every night now. I can't wait to see what we're doing tomorrow!

India 2017

"Traveling is such a unique learning opportunity, because there is no better way to find oneself than to experience a different reality and make the knowledge gained a new part of a new you.�

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travelers Newly graduated seniors reflect on their travel experiences in high school MEGAN ‘17, NEW YORK UNIVERSITY

When I went to India with my 11th grade class, we visited mainly the south of India and made our way down to Mumbai, so we got to see the rural parts of the country as well as the more urban areas. We didn’t do the touristy trip to India; we did a very real version. We saw a live sitar performance, visited several temples, and were invited into the homes of locals, which was really life-changing. I remember we went to this one orphanage where we didn't speak the same language as the children, so it was hard to communicate, but it was really memorable how we were still able to make a connection. I brought my ukelele—a pretty western instrument—and that was a good icebreaker because it's something I am passionate about and it allowed me to connect with the children in this different culture.

That's not to say that we brought the western culture to them, but it was an honest interaction, which was really something special.

ALEX ‘17, MASSACHUSETTS INSTITUTE OF TECHNOLOGY

I went to Switzerland and Germany in 10th grade. It was a trip centered around art, design, and architecture, and was really amazing. We went to Basel, Switzerland, which is not a huge city, but it has a very rich art scene—there are a lot of museums, so we saw a lot of art, from the classics to contemporary. Afterwards, we

Keishi '17 (left) in Senegal, 2016

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went to Freiburg, Germany, where they’ve created an eco-district outside of town by repurposing military barracks. They installed solar panels, created sustainable energy systems, and built a lot of bike lanes and parks— it was a really interesting space to see. That fostered my interest in urban planning and architecture, which is what I hope to study in college. It showed me what’s possible and at the forefront of sustainable planning.

KEISHI ‘17, WASHINGTON UNIVERSITY, ST. LOUIS

I went on two trips—to Malawi as a sophomore, and to Senegal as a junior. I came away from both trips with such a changed perspective on my community and how lucky I am. I loved my Senegal trip so much that I came back and decided to co-organize the Songs for Senegal concert that we have here every year, and direct Project Senegal as a senior. I got to see such a great event come to fruition and knew exactly where the proceeds were going. It’s become a project dear to my heart because I experienced it first-hand across the world, then came back and implemented it within my school community.

SOPHIA ‘17, HARVARD UNIVERSITY

In 9th grade I went on a trip to Ethiopia, where my mom is from and where I had spent a few months in middle school. I went with International on a service trip, and it was one of the most enjoyable experiences I had in high school. I really liked seeing the perspective of my classmates—beyond my family’s perspective—and created close bonds with some of the older students on the trip.

All of the other students have now graduated, but I’m still in touch with quite a few of them.

Sophia '17 in Ethiopia, 2014

travelers

MIDDLE SCHOOL GLOBAL TRAVEL

Creating Connections Across Language

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he bilingual and experiential journey that began in the Maternelle continues into the adolescent years at French American. By middle school, students are balanced bilinguals primed for thirdlanguage studies and continued cultural exploration. Students participate in immersive travel experiences, enabling them to improve their third language skills through small-group classes, interaction with local students, and a homestay with local families, all while exploring the respective country’s culture through food, the environment, architecture, and the arts.

In March and April, 7th and 8th grade students traveled to Italy, Morocco, Peru, Taiwan, and France, further developing their third language skills and cultivating

connections to our global community. They traveled to the ruins of Pompeii, enjoyed the culinary delights of Taiwan, visited Moroccan spice shops, learned about the Incan idea of Pachamama ("Mother Earth") in Peru, and uncovered the best kept secrets in Paris by spending two weeks with local correspondent families— all contributing to unforgettable and transformative learning experiences for these impressionable minds.

AIDAN ‘22

As we were leaving, a group of Italian students approached us and asked us questions about where we were from and how long we were here in [the nearby city of] Paestum. We talked with them for so long that we missed our train back to Salerno!

Peru 2017

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LINA ‘22

COLETTE ‘22

We went to Pompeii and it was absolutely beautiful—the amphitheater, the Forum and all the other ruins. We saw a lot of beautiful mosaics and fountains and the landscape was incredible. It was really cool to see a moment from more than two thousand years ago frozen in time.

This experience is one that we'll never forget. From the architecture of Pompeii to the culture of Positano, we learned so much. The cones of gelato and the walks around the cities will never be forgotten. Each day was different from the rest because we learned something new. All of the students practiced Italian with their host families, shop owners, and even some high school students from Rome! The activities, such as cooking and ceramics classes, taught us a bit about the culture of the different regions. But the thing most students enjoyed was the excellent food of Italy. I'd like to thank the Accademia Leonardo and the French American International School for providing us with this amazing, fun-filled and unforgettable experience.

ALEX ‘22

Morocco—Today I saw many things, but one thing caught my eye: olive stands in the marketplace, all lined up next to each other forming a letter "v." Each stand had four or five big bowls of olives sorted by color—the green olives in one bowl, black in another, and so forth.

The stand owners were yelling to advertise their brands.

One distinct smell filled my nostrils—the smell of Moroccan olives, different from those in the United States.

JULIEN ‘22

This is written entirely from my stomach—We ate at Din Tai Fung, and I believe we had some of the most delicious food ever! It was mouth-wateringly good. The dumplings were juicy and savory... this will change how I look at Chinese food forever.

Morocco 2017

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LESLIE, FABRICE, AND MICKAEL, TRIP CHAPERONES

Today we travelled to the "Sanctuary of Machu Picchu" (the Incas do not refer to it as ruins). Our tour guides, Pepe & Jessica, explained many of the Inca traditions.

They spoke about how the Inca people were always giving back to Mother Earth ("Pachamama"). One of their traditions is, when you take a drink of water, put a few drops back in the ground in thanks and appreciation.

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travelers

LOWER SCHOOL GLOBAL TRAVEL

Exploring Nature, and the World

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t French American our students learn in and out of the classroom. This experiential learning provides genuine opportunities for students to explore first-hand their relationship with nature, the environment, and each other.

A student’s journey to becoming better-acquainted with the world around them begins in kindergarten, when students travel one hour north of San Francisco to Marin's Slide Ranch for an overnight trip. In late May, the students participate in a variety of outdoor activities, including hiking, gardening, making bread, feeding animals, making s'mores, and camping in tents.

The voyage continues through the lower school years—with trips gradually expanding in length, scope, and distance from home, further cultivating autonomy and self-confidence.

Earlier this year, our 1st graders spent two nights at Happy Valley, discovering the ecosystem of the beach, understanding the importance of taking care of our planet, learning about plants, the water cycle, solar energy, and our carbon footprints. Second graders continued their discovery of a new environment (snow!) at Bear Valley in the Sierra Nevada mountains. Third grade students traveled to Monte Toyon in the Santa Cruz

The Kindergarten trip to Slide Ranch

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foothills to study marine biology, visit tide pools at the beach, and learn about the planets, constellations, native plants, and wildlife.

"The breathtaking views seen on our night hike turned our 'city kids' into nature enthusiasts. Strong friendship bonds were formed as the students braved narrow trails and respected the wilderness," reflected one 3rd grade teacher.

Fourth grade students spent five days in nature at the Coloma Outdoor Discovery Camp. And, every year, 5th graders culminate their lower school bilingual education with an exchange trip to Strasbourg, France. "In 5th grade our families host a French child for two weeks, and later our students travel to France to visit their correspondents in Strasbourg. That experience is life-changing because it develops the self-confidence that only comes with a genuine sense of achievement," said Marie-Pierre Carlotti, Lower School Principal.

Brady ‘23 reflected on his trip to Strasbourg in 5th grade. "Being away from our parents, having to say what we need, and having that sense of freedom really made us more mature. I also came back feeling more like a hardened traveler."

Ready for third-language studies, linguistic and cultural excursions in middle school!

The 4th Grade trip to Coloma

"In 5th grade our families host a French child for two weeks, and later our students travel to France to visit their correspondents in Strasbourg. That experience is life-changing because it develops the self-confidence that only comes with a genuine sense of achievement."

The 5th Grade Trip to Strasbourg

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WE ARE ARTISTS 54 | LA LETTRE AUGUST 2017

artists

The Visual Arts Inspire Creativity, Critical Thinking, and Self-Expression

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he visual arts program at International High School begins with teacher-directed and structured thematic exploration in grades 9 and 10, and gradually evolves into a student-initiated study of various techniques and media in the 11th and 12th grade IB program.

The 9th and 10th grade projects—including investigations into figure drawing and the body in motion, harmony versus disharmony in nature, the power of books, and the notion of walls, borders and boundaries—are designed to develop creativity, introduce techniques in a variety of media, encourage critical thinking and problem solving in the arts, and introduce the language of art criticism. "Artistic learning requires a high level of cognitive activity that is both intellectual and emotional. Study of the visual arts allows students to discover ways to interpret and comment critically on the human condition. Furthermore, the inspiration gained by artistic expression can become a driving force in other studies and throughout life," shared IB Visual Arts teacher Eva Strohmeier.

The IB visual arts program in grades 11 and 12 is a rigorous course of study that requires students to build skills in a variety of art media and develop an independent body of work. In addition, the program encourages students to find innovative ways of expression and to reflect on their artwork. "Teaching IB visual arts has taught me to truly focus on bringing students’ interests, passions and creative desires to light," said Eva. IB art student Alek ‘18 reflects on his growth over the past couple of years, as he has been encouraged to create what he loves while continually exploring outside his comfort zone. "I’d say that I’ve grown a lot as an artist, both formally and conceptually. I’ve improved and expanded the techniques and styles I use, and I’ve also started to find meaning in my work. Until I started IB art, I was constantly sketching and drawing on any viable surface. On the first day, Eva explained that one of the requirements for the IB portfolio is that we show a variety of art-making forms. About a month and a half in, I rediscovered sculpture. I’d barely worked with clay before, but suddenly this whole new world of creation opened up for me."

As the program progresses, students transition into a more self-initiated study where they dive deeper into

exploration and experimentation of themes, techniques, and use of various media. "I guide students to find media that best express their ideas, and develop creative strategies for expression through the fusion of traditional, unconventional, and new media. Through intense research, experimentation, and consideration, students produce portfolios that reflect great personal and broader cultural relevance," said Eva. Alek concurs. "With regard to conceptual and stylistic growth, I’ve had to make some changes to what I create.

While the science-fiction-tinged aesthetic of zombies, robots, and space battles are still a huge part of what I do, the pieces I make for the IB have a much deeper cultural significance. That said, my developed art still reflects my origins, and while I’ve become more adept at creating deeper meaning, I still make sure to inject my own style into my art."

The program’s capstone project is the senior IB Art Show, where the artists’ interests and insights, learned from intense research and dedication, are shared with a greater audience. In 2017, works ranged from painting to sculpture to mixed media, and highlighted diverse investigations into a range of themes including the underground, hair, and urban encroachment.

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Messages of Hope

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n late October 2016, Visual Arts teacher Eva Strohmeier began a project with her 10th grade students designed to deconstruct the notion of walls, borders, and boundaries. The class looked at wall art from around the world and discussed current events such as the ongoing refugee crisis and President Trump’s plan to build a wall between the United States and Mexico. "It’s such a timely conversation. We talked about physical boundaries and then discussed the meaning of walls and borders more metaphorically," said Eva. "Students deconstructed the notion of walls, borders, and boundaries visually by working over brick patterned wallpaper."

After the presidential election, Eva opened up the project to all of her classes. They read the joint statement from the California Legislature and Dr. Martin Luther 56 | LA LETTRE AUGUST 2017

King’s last address to the Southern Christian Leadership Conference in 1967. Students were moved and encouraged to express their feelings about the election or depict a personal value they feel is important to uphold in the coming years.

Their messages are ones of love, inclusion, and compassion—for ourselves, one another, and the environment. "The wall projects were especially important during the post-election times," shared Maya ‘19. "They illustrate our values and the messages we want to express—messages of love and acceptance. Through this project, our school's hopes and values are conveyed, proving that we stay strong even through what may seem like divisive times."

Students’ responses to the election were displayed throughout the hallways of International High School.

artists

BEYOND THE CLASSROOM Student's Artwork Recognized in Competitive Scholastic Awards IB art student Alek ‘18 has been recognized with a Regional Silver Key (Sculpture) Award in the 2017 Scholastic Art & Writing Awards, presented by the Alliance for Young Artists & Writers.

Alek created his piece, Free Medicine for All, in his 10th grade art class. "I originally made the sculpture for an in-class assignment with no intent to submit it anywhere, but my teacher, Eva, encouraged me to do so when Scholastic Awards began accepting submissions. We were working with the theme "the future is in our hands," and, given the inaccessibility of some medicines due to price, I made Free Medicine for All. The title might sound cliché, and I find that the piece is very simplistic with little abstraction, but in this case, I felt that a simple, overt message would be most powerful," he said.

Alek’s artwork was recognized out of more than 330,000 works submitted nationwide.

Celebrating Art Seven International students’ artworks were accepted for publishing

by CelebratingArt.com. CelebratingArt.com is a student art contest established to award and showcase the work of students in grades K-12.

The contest and print publication encourages students' artistic talents, enhances the learning experience, and provides a platform upon which student artwork can be seen by a wider audience.

Congratulations to our student artists: Genna ‘17, Alek ‘18, Olivia ‘18, Maria-Camila ‘18, Hunter ‘18, Yuki ‘20, and Corrina ‘19.

SFUSD Arts Festival The artworks of senior IB art students were exhibited at the annual San Francisco United School District (SFUSD) Arts Festival earlier this year. The SFUSD Arts Festival, hosted by the Asian Art Museum, is a citywide celebration of student creativity in the visual, literary, media, and performing arts.

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“The way that human progress and pollution has destroyed and changed certain aspects of nature has really affected me. "

IB Art Student Explores Humanity’s Effects on the Natural Environment IB art student Olivia ‘18 reflects on her growth and inspiration as an artist, and the ways in which the current political landscape shapes her work.

How have you grown as an artist over the past couple of years?

IB Art has helped me grow as an artist in many ways—it has really helped me strengthen my conceptual thinking in art, specifically through my use of materials.

What has been your inspiration in creating your IB portfolio?

My IB theme aims to explore the effects of human actions on nature through the lens of natural history. My portfolio was really inspired by my love of nature and fascination with natural history, especially traditional cabinets of curiosity. I realize how the natural landscape is changing due to urbanization and human progress as a result of pollution and other human intervention in nature. I want to show this change in nature through the lens of natural history.

Is there a particular project of which you are most proud?

One of my most accomplished projects that I created this year is one with which I commented on the dangers of nuclear energy. I took the example of mutations found in a certain species of butterflies not long after the nuclear disaster in Fukushima Daiichi as a result of the earthquake in 2011. I presented the butterflies without any mutations in the format of a classic 18th to 19th century scientific illustration to comment on how nature may look the same as it has been for a long time if you don’t look closely enough. I then layered over these drawings with glow in the dark paint to show the mutations in an unnatural and garish way, also emphasizing that the butterflies are mutated because of radiation from a nuclear disaster. The glow in the dark layer also adds an interactive aspect for the viewer as they discover the mutations with a blacklight, showing that one must pay more attention and look for the ways humans have changed nature.

How has the current political and global landscape shaped your work?

The way that human progress and pollution has destroyed and changed certain aspects of nature has really affected me. Awareness about this is especially needed in the context of our current political landscape. So many atrocities are happening because human innovation and consumption are being put before the protection of the Earth. Our current administration is cutting funding for the Environmental Protection Agency and National Oceanic and Atmospheric Administration, thus taking away a very large amount of regulations and scientific research that have been put in place to protect the environment. The White House is planning on expanding offshore drilling, pulling the United States out of the Paris Agreement on climate change, and encouraging the use of coal and fossil fuels instead of renewable energy, among other detrimental actions against the environment.

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A Celebration of Art and Community In spring, French American’s youngest students celebrated art and community, creativity and self-expression, in the Maternelle Festival des Arts. Over the course of two weeks, students in grades PK3, PK4, and K explored different art forms—from dance to sculpture, music to film, paint to animation—and participated in workshops around one central theme: Voyage, Voyage. Through introducing our students to different forms of expression and welcoming parents to share their love of art with our students, the Festival des Arts fosters creativity and creates a sense of school spirit and collaboration among our youngest students and their families. The Vernissage of the Festival des Arts, a reception to celebrate our youngest students and their artwork, took place on the evening of March 27 at the Maternelle.

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“These classes are really about fun and discovery. We want to empower our students, and focus on the joy of learning.”

Finding the Joy of Learning in Middle School

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art of the middle school curriculum includes trimester long Exploration Classes—aptly named as they allow students to discover unique, often creative, subjects outside of the normal classroom environment. These classes are free of grades, tests, and formal assignments. Instead, students are able to design their own work, collaborate with peers, and turn to instructors for guidance as needed. Classes range from yoga to geometry, social justice studies to sculpture, and songwriting to cooking. The students are able to select

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their own classes, allowing them to flex their creative muscles.

"I can be as creative as I want to be in the class, and not worry about being graded on my work," said Maya ‘23 of her work in the Stop Motion Animation class. In the spring, she proudly shared her completed three-video series. "It’s really hard to make long videos, because usually you have to create 26 different frames per second. So even though our videos are only about 30 seconds each, they took a lot of work!"

Instructors encourage students to plan their own projects and designs, leading short discussions or giving demonstrations when necessary, but otherwise letting the students take the lead. "These classes are really about fun and discovery. We want to empower our students, and focus on the joy of learning," shares Fabrice Urrizalqui, Middle School Principal. Part of the design of middle school at French American is to encourage independence among students; having the support to grow into one’s own and become a confident, unique person is vital during these years.

Lola ‘21 chose the Sculpture class because of her love of art, and her desire to create whatever she imagines.

One of her favorite projects centered around the sculpting of foods, in which everyone in the class participated.

"It’s fun to see what everyone else is working on because you can learn new ways to do things, and understand how other people find creativity. I think that working with other students and getting their opinions will be helpful in learning how to be an entrepreneur when I’m older."

Students in the Broadcast TV Journalism class also felt that these types of classes are important for their futures.

Ella ‘23 hopes to work in television when she graduates.

"This class was a great opportunity to learn what that would be like. We got to run the program ourselves, just like it was CNN. We wrote all of our scripts, picked the subjects, and even got to use the camera."

When students were asked what advice they would give to upcoming 6th graders, every single student suggested they take a class in something they’ve never done before in order to learn new talents and explore opportunities they may have never imagined.

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Inspiring Lower School Students to Feel Like Musicians

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he lower school music program supports the musical development of the whole child by cultivating a joy for playing music while deepening students’ understanding that music is teamwork—it’s listening; it’s trying and failing, individually and collectively; and it’s trusting the process. The program is not predominantly focused on theory; rather, the goal is to make the students feel like musicians. Theory is a part of making music and being a musician, but so is, perhaps most delightfully, feeling.

In lower school music classes, students in grades 1-5 work on rhythm, create melodies, and experiment with sound on xylophones, drums, and other percussion instruments. Musical performance is a treasured part of the experience, and concerts are performed throughout the year to showcase the talents and milestones of our younger students.

In spring, 1st graders presented a Music Around the World performance, guiding parents on a treasure hunt

to six spaces around the school, each representing a different region of the world. In one of the regions, parents found students singing in Japanese, playing xylophones, and creating origami. Third grade students performed an adaptation of Le Petit Prince in the Black Box Theater in June. The class decided on the music and instruments to accompany the story—when portraying the relationship between the fox and the prince, students sang "You’ve Got a Friend in Me" from Toy Story. In grades 4 and 5, students presented opera and Charlie Chaplin-themed musical productions, respectively. Outside of the classroom, our 2nd graders joined students from five other Bay Area French schools for the Chorale de la Baie in March. Listen to their rhythm at www.frenchamericansf.org/chorale!

Through the lower school music program, and with a focus on playing and connecting with music, we encourage collaboration and inspire creativity among our young students, building an appreciation and a foundation for musical development in later years.

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The Middle School Choir

Under the direction of high school Music teacher Melinda Becker, the Middle School Choir has matured into a finely honed ensemble. In December, the student singers performed a musical prelude (pictured at left) to the middle school's bilingual production of The Sacred Hoop, a Native American-inspired play presented later in the spring at the Dallas Multilingual Theater Festival. The choir closed their season with a lovely performance of Stand

By Me at the 8th Grade Graduaton Ceremony on June 7.

ABOVE: Isaac '17 performed a trombone solo at the winter recital at the Legion of Honor on January 27 62 | LA LETTRE AUGUST 2017

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Music Performances Showcase Talent and Collaboration

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nternational High School students showcased their talent and hard work in Music Among Friends—an intimate classical-focused winter recital featuring soloists, classical and jazz singers, and chamber musicians in the beautiful Florence Gould Theater at the Legion of Honor in January. The concert closed with three film-inspired pieces—including works from Harry Potter and Lord of the Rings—

performed by the growing International High School orchestra, a large multi-generational ensemble made up of students, faculty, and staff. Still in its early stages, the orchestra, along with the International string quartet and the cast of the spring musical Ghost Quartet, also had the honor of performing for over 500 people at the 2017 Academy of International School Heads conference hosted by French American and International.

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French Bac Grade 12 Option Theatre Performance, May 12, 2017

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2016-2017 Back à Dos Theater Season

MICHELLE HANER, ARTISTIC DIRECTOR OF BACK À DOS, THE AFTER SCHOOL PERFORMING ARTS PROGRAM

Big Love: A Contemporary Interpretation of The Suppliants

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he Back à Dos season began with a contemporary take on Aeschylus’s The Suppliants, directed by guest artist, Steve Morgan Haskell. In Big Love, themes of gender, politics, love, war, duty, and freedom arise throughout the production. Director Steve Morgan Haskell, when asked about his adaptation of the script and approach to the project, explained that "having seen past Back à Dos productions, I knew the students here were ready and excited for artistic challenges. Thus, I looked back to the original source material and integrated more of the dense, image-laden poetry from the original Greek play. I worked with the team to create a stripped down production, then encouraged the student-artists to explore full vocal and physi-

cal expression, integrating contemporary songs and live music. The stomping of boots, rolling, leaping, climbing and spinning reflects a raw, physical approach to theater, to create another layer beneath the reasoned arguments and vivid poetry."

Student-Directed One Acts: Exploring Love With Comedy, Drama, and Satire One of the primary goals of International High School's theater program is a commitment to teaching all facets of theatrical production. In addition to performance opportunities, a key component to the theater experience is learning what is required to put on a show from inception to the opening night curtain. Beginning in grade 9, students in Back à Dos and the IB and French Bac theater classes take on a variety of roles, from set construction and stage management to costume, lighting and sound design.

The International High School Fall Play, Big Love

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The apex of the four-year International theater program is the opportunity to direct a play. Although granted the freedom to choose their own play, students are encouraged to take on material that not only resonates with them subject-wise, but challenges them artistically.

After reviewing submitted proposals, the theater faculty chooses up to six seniors as student directors, who are then responsible for managing every step of their production process, from auditions to final performance.

Last year's roster of student-directors presented six plays ranging from a lighthearted 1920s drawing room farce, to a complex portrait of loneliness and lost love by the great American playwright, Edward Albee.

Directed by Wesley ‘17, Jack Matcha's Aerobics opened the evening with a play set in an aerobics studio in 1980s Los Angeles. Wesley reflected on his first-ever directing experience: "As an Asian-American in the arts, I am grateful that I was given this leadership opportunity to serve as a role model for other Asian-Americans."

In Edward Albee's Finding the Sun, student-director Beatrice ‘17 expertly led a cast of eight characters enjoying what appears to be a pleasant but unremarkable day at the beach, until a complex subtext begins to emerge.

Beatrice was attracted to this compelling, layered work as she was struck by Albee’s ability to transport the audience to his world through the text.

Student-Directed One-Act Play, On Sundays

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Set entirely in the back seat of a taxicab, Jay D. Hanagan's romantic comedy Along For the Ride tells the story of two complete strangers who agree to share a cab, but soon discover that their subconscious selves have come along for the ride as well. Gabriella ‘17 chose this play because "it's light-hearted but realistic, and because no matter how many times I read it or saw my actors perform, I never got tired of it."

The evening's light-hearted tone was nicely contrasted by director Gillian’s choice of On Sundays, Lynne Alvarez's surreal exploration of unreciprocated love. Gillian ‘17 chose this play because she has always been enticed by people who are unable to fully communicate. "This one-act will be relevant forever, because raw emotions do not go out of date."

Director Sophie’s ambitious choice of Anton Chekhov's satirical one-act, The Bear, came about by chance after perusing an anthology of plays by the great master of Russian Realism. Sophie ‘17 chose this play because of its timeless theme: in portraying a world where men and women still spar for the upper hand, "it's wonderfully relatable, and serves as a microcosm for our own world."

The evening closed with David Ives' The Mystery of Twicknam Vicarage, an hilarious sendup of an Agatha Christie murder mystery set in a drawing room in 1920s

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England, directed by Carly ‘17. Immediately drawn to the hilarity and absurdity of Ives' work, Carly was justifiably pleased with the results. "I never quite imagined the ways in which my actors would illuminate the stage with their unique interpretations of this quirky melodrama."

Ghost Quartet: A Song of Love and Death Spans Seven Centuries For the spring musical, the company took on the work of an important, contemporary writer-composer, Dave Malloy. It staged Malloy’s Ghost Quartet, described by the writer-composer as "a song cycle about love, death and whiskey. A camera breaks and four friends drink in an interwoven tale spanning seven centuries, with a murderous sister, a treehouse astronomer, a bear, a subway, and the ghost of Thelonious Monk."

The production was new and exciting territory to Back à Dos in many ways. First, the haunting contemporary work, with a non-linear and deconstructed structure, was originally written for just four performers. The International production of Ghost Quartet was the first after Dave Malloy’s own performances, and the team’s vision of the story included a cast of fifteen, with each of them singing and playing at the same time throughout the show. Musical director Phillip Lenberg thus took on

re-orchestrating it for a cast that more than tripled in size from the original musical. The choice to have student artists not only sing the challenging score, but also play its instrumentation, meant that the team worked relentlessly, starting rehearsals in December. The beautiful vocal work and intricate harmonies were supported by the work of vocal director, Melinda Becker.

To create a flexible, layered staging to support the de-constructed storytelling, director Brad Cooreman staged the piece in the round, using every corner of the Black Box Theater. With the support of student lighting designer Nicholas ‘18 and costume designer BJ BandyRosado, he immersed the audience in a haunting steampunk world in which cast members were ever present as an ensemble, even as they alternated in sharing central characters.

The production was also supported by a visit from the writer-composer himself, who would be honored with 12 Tony Award nominations just two months later.

Malloy came to work with the cast for several days over February break. The faculty team reflected on his visit, describing how "many of Dave Malloy’s comments have stuck with us, and one comment he made had a particular impact. He mentioned, as a composer, how strange and wonderful it is to occupy someone else’s mind with your music; to create something incredibly personal to

The International High School Spring Musical, Ghost Quartet

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International High School Spring Musical, Ghost Quartet

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you, and from you—and yet find it internalized, interpreted, glorified, bastardized by another. Malloy noted his delight imagining the music he had written, playing in our lives and in the background of our minds, here in San Francisco—even as his own life was unfolding far afield, in New York." Indeed, the project created not only a haunting, powerful event for our community, but also a precious moment of collaboration and exchange with an emerging voice in the wider American artistic landscape.

May Theater Project: Historically Rooted and Boldly Contemporary The final project of the season, The May Theater Project, allowed Back à Dos Artistic Director Michelle Haner to work with a small team of 9th, 10th, and 11th graders in a flexible, collaborative spirit. Determined that Back à Dos remain a frame where exploration of many forms be encouraged, she explained that "while typically we pick the play first and then cast the actors to fit… in this case, I picked the actors first and then sought material that might best support their interests, talents, and desires for thematic and artistic exploration." The project offered a more nimble structure, with lighter, leaner production values in order to keep the focus on the actor as a

storyteller. It also allowed the student team to select the material, including singling out roles and passages that most spoke to them in the casting process.

A desire to serve the students’ individual interests while also sharing diverse, thought-provoking material with the wider school community led to the pairing of short plays by Bertolt Brecht and Suzan Lori-Parks, described by Haner as "Two giants, whose work spans decades and continents!"

The evening began with the two pieces by Brecht, The Jewish Wife and The Informer. Brecht holds near mythic status as the socialist and idealist who founded Epic Theater and was exiled by Hitler for his relentless artistic attacks upon the Nazi regime, as exemplified in the two pieces selected. These were followed by short pieces from the 365 Plays in 365 Days project, written

by Suzan-Lori Parks, a protégé of James Baldwin and the first African-American woman to win the Pulitzer Prize for Drama.

The evening offered a mix of comedic and dramatic, poetic and political, historically rooted and boldly contemporary. It allowed a dynamic ensemble of student artists to expand their artistic palates, and invited audience members to enjoy two great writers—as individual voices, and also in conversation, across time and space.

May Theater Project, Bertold Brecht/Suzan-Lori Parks

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Middle School Thespians Produce a Bilingual Production of The Sacred Hoop For The Road

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n May, a group of middle school students traveled to the Dallas Multilingual Theater Festival to perform a bilingual production of The Sacred Hoop, a one-act play first performed in English for the French American community earlier in the year. The annual festival, hosted by the Dallas International School, welcomes students from international schools across the country for a creative, multilingual weekend of theater and workshops.

Middle school theater teacher Brad Cooreman directed the play—a story about this country’s history as experienced by the Native American people—and accompanied students to the festival. But the preparation of the bilingual production for the festival was entirely student-led; our young thespians were responsible for translating their respective non-Native American parts into French. “Their ability to translate the text and switch from French to English and back to French with such ease, while performing on stage, is really remarkable,” commented Brad.

Holly ‘20 has participated in the festival every year since French American began attending three years ago. As a 9th grader in the 2016-17 school year, she took a more behind-the-scenes role as the assistant director and stage manager. “I've been involved in the theater program since 6th grade, and I've been to the Dallas Multilingual Theater Festival three times—it’s been an amazing experience every year. I've made so many new friends and have met so many talented actors. I participated behind the scenes in The Sacred Hoop and it's still so rewarding to see the final product.

I definitely recommend all middle school students to try it!” exclaimed Holly. As for her plans for high school, “I definitely want to continue being a part of [the after school theater program] Back à Dos. My goal is to direct a scene in the Student-Directed One Act plays my senior year.”

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ALUMNI SPOTLIGHT

Reylon Yount ‘12

Harvard University Graduate Featured on Grammy Award-Winning Album

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eylon Yount, International '12 and Harvard '16, was an IB music student with a focus on the yangqin, or Chinese dulcimer. He has been performing with Yo-Yo Ma & the Silk Road Ensemble and was featured on the album Sing Me Home, which received a 2017 Grammy Award for Best World Music Album. "It was very much the collective win of the Silk Road Ensemble, and I was a small part of that. Nevertheless it was absolutely surreal and amazing to have the opportunity to go to the Grammys and be on stage."

Reylon credits the program and his former teachers at International, David Williamson and Loretta Duncan, for providing the support to pursue his passion. "The IB provides an amazing framework for studying art. When I came to International in 9th grade, my music teacher bought a yangqin for the school so that I could play and, ever since, I've been pursuing this one unconventional passion that I absolutely love," shared Reylon while a senior at International.

After graduating from Harvard in December 2016, Reylon spent a month in Guangzhou, China as a faculty member teaching alongside Silk Road Ensemble musicians at the inaugural Youth Music Culture Guangdong conference. When Reylon returned to the United States, he spent a couple of months in Cambridge, Massachusetts creating music with the experimental music ensemble San Li. Reylon is back in California preparing to embark on another international adventure. "I’m excited to spend the summer in San Francisco before I move to the UK in September to begin two years of graduate study on the Marshall Scholarship. I’ll be spending the first year studying for a Masters in Music in Development at the School of Oriental and African Studies University of London. I’m excited to continue learning as much as I can.

I’m really grateful to my high school teachers for giving me the freedom to develop myself musically through performance and composition. I truly believe I wouldn’t be where I am musically without them."

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WE ARE ATHLETES Les Olympuces:

The Physical Education department organized a half-day athletic event for Kindergarten students in the Oak Street Gymnasium on April 28, 2017.

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LOWER SCHOOL ATHLETICS

Acrosport: A Lower School Spectacle of Collaboration and Movement

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crosport, or acrobatic gymnastics, is a part of the lower school French curriculum and traditionally practiced in groups—making it inherently collaborative and distinctly French American.

It is considered an acrobatico-coreografico sport, made up of three core elements: formation of figures or pyramids, elements of strength, flexibility, and balance, and an artistic dance component. Mainly, it is characterized by group performance in which each participant leans on and supports the other. Choreography and acrobatic movements of the individuals—and subsequently the group—are harmonious and in synchronization with the music, requiring students to collaborate and listen to one another.

"There is an incredible sense of responsibility and focus that such activities develop in young children," commented Marie-Pierre Carlotti, Lower School Principal. "In every sequence, one or two students act as the

base, and are in charge of carrying those in the flyer role. Spotters on the ground are ready to support the flyers if needed."

This past year, students in grades 3, 4, and 5 worked together to produce a performance with a glow-in-thedark theme. Students choreographed their routine in physical education classes and created their outfits in art. "The primary goal of our French physical education curriculum is to expose students to a variety of physical activities. Last year, we went above and beyond by creating a collaborative, cross-disciplinary project that was extremely motivating for our students," shared Marion Cohen, Lower School PE teacher.

Together, the students created a spectacle of movement and artistry in the dark with black lights. MariePierre added, "Throughout the performance, the children demonstrated an extraordinary focus, and developed a strong sense of empowerment, which was quite moving to observe."

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MIDDLE SCHOOL ATHLETICS

Developing Student-Athletes in Middle School IAN NOH, ASSISTANT ATHLETIC DIRECTOR

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iddle School athletics give students the opportunity to explore new sports, build a solid foundation of technique, and most importantly, develop a skillset that will transcend the court or field and have a positive impact on their daily mentality. In the 2016-2017 school year, 66% of 5-8th grade students participated on at least one team.

Within our 22 middle school teams, we are dedicated to developing three main competencies in each of our student-athletes: teamwork, commitment, and competition.

One of the most important mindsets we develop in our middle school student-athletes is the concept of teamwork. We believe the team is more important than any one individual player. Our coaches often tell our athletes "it's the name on the front of the jersey that matters most, not the one on the back." Our middle school teams wear the same colored socks and jerseys to look uniform, to represent our school, and to move away from the individual mentality. Student-athletes begin to understand that good teammates work hard in practices and push each other to succeed, making each other— and the team—better. Supporting each other and being a positive teammate is a big step toward creating trust between teammates. These actions help the team play better against tough competition.

The second area we focus on with our middle schoolers is commitment. Athletes are expected to be at all

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practices. We understand there might be the occasional conflict with another activity or academics, especially at this age as they explore different passions. However, our goal is to empower our student-athletes to communicate with each of their coaches and teachers ahead of time, and take full responsibility for their schedule.

In addition, our coaches are committed to making each member of the team feel valued and an integral part of each team's success. Last year, this effort led to increased engagement among our athletes, and they missed less practices and games than in previous years.

The final competency that we focus on teaching our student-athletes is the role of competition within each sport. This is not a focus on winning or losing; rather, it is a mindset that encourages our student-athletes to work hard in both practices and games. Competing helps teach student-athletes to put in consistent effort in order to reach their maximum potential. A high level of hustle, focus, and effort should be something they strive for at all times, whether they are down 20 points or up 20 points in any given game. When individual players push their physical and mental boundaries, they grow as players and, in turn, challenge the players around them.

This helps each team grow as the season progresses.

Concentrating on competing in terms of focus, effort, and perseverance—instead of winning and losing—helps student-athletes value the process of improvement rather than measuring their growth and success by the number of wins and losses.

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HIGH SCHOOL ATHLETICS

Jaguar Pride Grows as More Students Join Teams

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nternational High School currently has sixteen Varsity teams and six Junior Varsity teams that compete in the Bay Counties League (League) within the North Coast Section (NCS). The 2016-2017 school year brought growth for all teams, and the Jaguars won a remarkable three League Championships. Fifty-six percent of students in high school participated in at least one athletic team last year, representing a three percent jump from the previous year.

Team Highlights BADMINTON: The Badminton Team earned 2nd Place

in the League, and 13 players represented International at NCS Championships last year. The graduating seniors laid a solid foundation for the younger players, and another successful year for the team is expected.

BASEBALL: The Baseball Team won the League Title last

year, with Maxim ‘17 awarded League MVP. For the first time this summer, the team competed together in the San Francisco Park and Rec League, building camaraderie and improving team dynamics for the upcoming year.

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BASKETBALL: Led by first year coach Dannika Navales-

Lugtu, the Girls’ Team won the League Title and competed in the NCS Quarter Finals. Nina ‘18 was the League MVP, and the team was unanimously voted Team of the Year by the International coaches at the Athletics Awards Banquet. The team continued to build on their accomplishments last season, competing in the City College League throughout the summer. The Boys’ Team won the League Title, led by first year coach Paul Cortes. Emmanuel ‘17 was awarded the League MVP, and recognized as Male Athlete of the Year at the end-of-year banquet. The team also trained and competed in the SF City College League during the summer to continue building teamwork and maintain momentum for the upcoming season.

CROSS COUNTRY: The Cross Country runners trained

hard all season to compete at the Bay Counties League West Finals and the NCS Meet of Champions. Quinn ‘19 ran a 20:43 in the 5k, setting a new school record. The Girls’ Team earned a 10th place finish at the NCS Meet of Champions—the highest in recent memory! Scout ‘17 was recognized at the International Athletics Awards Banquet as the Female Athlete of the Year. The Boys’ Team finished in 18th place out of 26 teams.

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SAILING: Traveling up and down the coast, the Sailing

Team made International proud last year. From stormy weather in the San Francisco Bay to two mile per hour winds in the Newport Harbor, the sailors handled the boats well. In their last regatta in 2016, the team was awarded 2nd place in Silver Fleet by placing 1st in three races! The Spring Sailing Team was an all-female team, and placed 26th out of 55 teams at the end of the season.

ally and as a team during the 2016 fall season. Captain Stephanie ‘19 earned 2nd All-League Honors and competed in the Bay Counties League West Individual Playoffs. The Boys’ Varsity Team competed spiritedly all year, finishing 3rd in the League and qualifying for NCS Championships. Julian ‘17 earned 2nd Place for Individuals in the League. The Boys’ JV Team showed massive improvement despite being rained out for the first half of the season.

SOCCER: The young Varsity Girls’ Team flourished this

VARSITY TRACK & FIELD: Track & Field, individual in

year, finishing 15-4 and earning a spot in both League and NCS Playoffs. They placed 2nd at NCS, and are looking forward to competing for the top spot this year.

Captain Keishi '17, Julia '18, Quinn '19, and Vida'19 were all voted to 1st Team All-League. The Varsity Boys’ Team fought several difficult battles, and were successful in defeating formidable League opponents, including the NCS Champions, Urban. They finished just one point away from earning a section playoff seed. Senior CoCaptain Jean ‘17 was voted Bay Counties League Central Player of the Year with 23 goals and 13 assists. Fellow Co-Captain Isaac ‘17 was also voted to 2nd Team AllLeague. The JV Team finished with 8-3-2, the best record in the League.

SWIMMING: The Swim Team enjoyed their season,

competing well against other schools. They all showed improvement throughout the season, with nearly every swimmer clocking in personal best times.

TENNIS: The Girls’ Varsity Team showed improvement

and composure during matches, growing both individu-

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nature, was a great team success last year. The Boys’ Team finished 3rd in the League Championship in the 4x100 relay, consisting of Emmanuel ‘17, Isam ‘17, Ennis ‘17 and Mathew ‘18. Emmanuel also medaled in the 100m (gold), 200m (silver), and Shot Put (bronze), and Isam earned a gold medal in the 200m. The team qualified for NCS Championships, and the Boys’ Team finished 8th out of 24 teams. Emmanuel placed 2nd in the 100m, and Isam finished 3rd in both the 100m and 200m races.

VOLLEYBALL: The Girls’ Varsity Team earned a spot in

both League and Section playoffs. Ana-Lucia ‘17 and Jade ‘19 were voted onto the Bay Counties League Central First Team All-League by peer coaches, and Juliana ‘19 was voted to 2nd Team All-League. The Girls’ JV Team bested their competitors, earning a 15-1 record, and was undefeated (10-0) against League opponents. As the volleyball teams continue to grow, a third team was added. The Girls’ Freshman Team was able to win a few games, and most importantly, develop a sincere love for the game while working on improving their skills.

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LEAGUE MVP CORNER Emmanuel ‘17 What did you enjoy most about athletics at International?

Playing sports at International was quite the experience, especially for basketball. For the first three years of playing, the boys’ basketball team wasn’t known for winning. But during my senior year, we completely changed everything for the better. The team went undefeated in League play and went on to win the League Championship. This was probably my favorite year of playing basketball at International. Also, being an athlete at school helped me make many friendships that probably wouldn't have happened without it.

Of what accomplishments are you particularly proud?

I think winning the League Championship and getting a banner was probably the best accomplishment. It showed all the hard work that the team put in throughout the year. And a banner is something that hangs forever. Making it to the Meet of Champions for track was also something that had not been done for a few years at International. I personally qualified for NCS in three individual events and one relay (shot put, 100-meter, 200-meter, and the 4x100 relay), and that, in addition to being awarded MVP of our League [in basketball], are things I’m really proud to have accomplished.

Did your team have any pre-game traditions or rituals?

Every night before a game I ate a bowl of Honey Bunches of Oats. And before every basketball game, our team would gather around in a huddle in the locker room and slowly build up a chant. This really helped us loosen up before the games.

What advice would you give an incoming student?

Play a sport (mainly basketball!), join a club, or join theater. Those are the easiest ways to make friends and meet new people. These relationships you make last for a long time, and are strengthened every day because you see them during school and after school.

Max ‘ 17 How did you get involved in your sports?

I play baseball and basketball, but baseball is my main sport. My dad started playing with me when I was really young, and I joined my first team when I was 5 years old.

What did you enjoy most about playing on the baseball team at International?

The team during my senior year was the best I’ve ever played with. The dynamic of the team was great. The freshmen really knew what they were doing, and we

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had really strong senior leadership. We meshed well together, and hung out off the field a lot. This allowed us to play really well together, and as a result we won the League Championship.

How did athletics improve your academic experience?

Playing sports made me better with time management. I knew I had to get work done before practice. The teachers are really understanding of the commitment athletics requires, but they definitely expect you to make up the work!

Why should an incoming freshman consider playing sports at International?

A lot of students here take up sports in high school, so joining freshman year is a good time to learn a new sport. You can really have a fun athletic experience and become a leader in your sport, even if you’ve never played before. But, if you’re going to play sports, you have to be on top of your school work. It’s a big time commitment and requires discipline.

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Nina ‘18 How did you get involved in your sports?

I play basketball and run track at school. I started basketball in 6th grade, and even played in lower school. My family’s influence led me to play basketball. My dad is a big fan, and my older sister played basketball for International, too.

What have you enjoyed most about athletics at International?

We have really great coaches at French American and International. They are such positive influences, and help build team camaraderie on and off the court. Bonding as teammates allows us to play as a cohesive unit.

How have athletics improved your academic experience?

During the sports seasons, I’m much more productive with my school work. I think this is because I have a specified amount of time to do the work. When I get an

athletes

assignment, I start it right away. I can’t procrastinate or wait, because it will end up being too much to do in addition to my practices and games. Every time we are going to miss a class, I email the teacher the day before, so they can tell me what I’m going to miss, what homework is due, and help reschedule tests if needed. Sometimes I meet with teachers during lunch if I’m missing their class that afternoon, so I don’t fall behind. All of our teachers are very understanding as long as we work with them and communicate our needs. And our coaches always say school comes first.

Will you be continuing sports when you graduate?

I hope to play basketball at Brown University. My sister plays there, and it would be a unique experience to play on the team with her during her senior year. I think playing basketball will help with time management in college as well. I want to study medicine and I’ll have to very carefully manage my time.

What advice would you give an incoming freshman who is considering athletics?

Try as many things as you can, because International doesn’t cut players. You can get a good feel for the different sports during freshman year when the workload isn’t as heavy. Also, participate in off-season training workouts year-round. The Performance Lab really helped my strength and conditioning improve, and has made me a better athlete.

Jean ‘17 What did you enjoy most about athletics at International?

For me, playing soccer and badminton was about having fun playing sports with my friends. Being a part of a team was a good way for me to get to know people, especially the freshmen and sophomores as I got older. It’s quite fun to meet kids from other schools, as well.

badminton during senior year because of the spring schedule conflicting with the French Bac exams, and I even considered not playing, but I knew it would have felt wrong if I didn’t play. Overall, I was able to manage my work, and did well on my exams.

What advice would you give an incoming freshman considering playing a sport?

Find a good way to balance sports and academics. When I was an incoming freshman, I was scared I wasn’t going to be able to manage, but I was eventually able to find a schedule that worked for me. Focus on grades first, and once the grades are where they need to be, you can focus more on sports. Coaches really stress grades first, and will make sure you have time for school. Learn to utilize your time very wisely, and view athletics as a nice outlet after working all day in the classroom. Parents should also be supportive and recognize it’s the best way for kids to destress, and a good tool to get away from homework for a short time. Let your kids try—they can always go back to just doing schoolwork. But most players have really good GPAs.

COLLEGE-BOUND ATHLETES With the love of athletics fully rooted upon graduation from International, the following Jaguars are continuing their athletic careers in college: SCOUT

Basketball, Hamilton College, New York EMMANUEL

Basketball, University of San Francisco, California ISAM

Track and Field, Lewis and Clark College, Oregon ISAAC

Soccer, Williams College, Massachusetts

Of what accomplishments are you most proud?

Over the course of my four years at International, our soccer team improved a lot. We might not have been the most talented team in the League, but we never stopped believing we could win, and never gave up. Even when we were losing 4-nil, there were never any complaints or bad attitudes.

How did you balance your athletic commitments with your academics?

I got used to having tight time constraints. During the fall and spring seasons, I was able to manage my work really well since I knew I couldn’t stay up late because of practices the next day. I was a little worried about LA LETTRE AUGUST 2017 | 81

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HIGH SCHOOL ATHLETICS

Leadership and Life Lessons From The Field SARA JOHNSON, ASSISTANT ATHLETIC DIRECTOR AND VOLLEYBALL COACH

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eadership on any team is essential to success.

As a department, we strive to cultivate leadership qualities in every student-athlete, whether they are League MVP or a beginner to the program. We want to empower our studentathletes to take on leadership roles, big and small. It could be as simple as making sure the water is full before a warm practice or communicating which color jersey to wear for the game the next day.

A great leader can also dictate the theme of the season without even saying a word—by being industrious, dedicated, and playing with pride every single day.

"The leaders of the teams are those with the best attitudes," noted Athletic Director Scott Kennedy. "Practice isn’t always going to be fun, and games aren’t always going to be won, but a true leader is able to be the positive

voice for the team and remain encouraging even during hard times."

To kick off each year, we plan a Leadership Retreat in the Marin Headlands. On this day, we invite all high school student-athletes, regardless of grade or sport, to participate in a fun day of team bonding, leadership workshops, and beach workouts. All student-athletes can benefit from our retreat, but especially the freshmen, who are introduced to our program weeks before their high school career even begins.

Maria-Camila ‘18 takes particular pride in welcoming new freshmen. "I make sure the freshmen feel part of the team. We joke around a lot, and really try to make things fun."

In the middle school, we have coach-led leadership training exploratory classes. The curriculum uses game-

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“The banners and trophies are tremendous, but it's the lessons we learn through sports that shape us as people and mean the most for our student-athletes' futures. ” based training techniques to teach the pillars of leadership and communication to our young student-athletes.

For the middle school teams, more emphasis is placed on communication, accountability, and sportsmanship.

It's important for our student-athlete leaders to understand their actions represent something bigger than themselves.

Throughout the year, we continue our dedication to leadership training with our Student-Athlete Advisory Committee (SAAC), comprised of high school studentathletes representing each of the athletic teams. The SAAC’s roles are to promote communication between athletics administration and student-athletes, generate a student-athlete voice within the campus athletics department, build a sense of community within the athletics program involving all athletics teams, organize community service efforts, and promote a positive student-

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athlete image on campus. Quinn ‘19 was nominated to SAAC last year, and shared about her role.

"I was able to be an advocate for our teams, and it made me feel like I had a voice in the athletics program.

I also had a chance to learn about other sports and find out what were priorities for other teams."

Bridging the gap between the Athletics Office and coaches and the players is key to providing a meaningful experience for our community.

"The banners and trophies are tremendous, but it's the lessons we learn through sports that shape us as people and mean the most for our student-athletes' futures," Scott proudly shared, reflecting on the accomplishments of our student-athletes last year. "Our athletics program helps develop driven, dedicated, and harding-working students—traits that will guide their successes in years to come."

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ALUMNI SPOTLIGHT

Charlee Underwood ‘03

Former Pro Basketball Player Leads the Next Generation of Female Athletes

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he only student to have her jersey retired, Charlee Underwood ‘03 still gets a courtside seat to French American and International— her sister is a current student, and brother a recent graduate. Having stayed close to the school, Charlee has seen how much has changed over the years. But one of her fondest memories of her time at the school still occurs every year—the 8th grade trip to Paris. "We felt so independent, and we really bonded as classmates. My correspondent was amazing, and the whole exchange was one of the best trips I experienced while at French American."

Charlee was heavily involved in sports, and joined the basketball, volleyball, and soccer teams in middle and high school. She stood out as a talented athlete, and absolutely loved competing. During her junior year, Charlee began receiving letters from colleges and coaches, encouraging her to consider playing basketball at their schools. The recruiting process was new to Charlee and her family, and she found the abundance of information challenging to navigate. Thankfully, the French American and International community was there to support her new endeavors, and a fellow classmate’s parent, along with her AAU club coaches and family, helped guide Charlee to receive a full scholarship to play basketball at Cal State Fullerton. "My love of basketball was always there, but when I got to college, it grew even more."

Charlee’s time at Cal State Fullerton was so successful that, after graduating with a degree in international business, she went on to play professionally overseas for three years. Not only did she play in several different countries, she also played with women from around the world. Her time at French American and International prepared her for this unique opportunity, empowering her to embrace and appreciate each teammate, culture, and experience.

Charlee reflects warmly on her time here. "There are amazing students and teachers at French American and International. I will always remember the dedicated teachers who had such a big impact on my life—some of whom still teach there! Everyone at the school was so diverse, yet we were a family. I was blessed to be able to attend; my life is so different because of the opportunity I was given."

CLOCKWISE FROM UPPER LEFT: Charlee playing professional basketball; Guest of Honor at the 2011 International High School Sports Banquet; enjoying a moment with some of her student-athletes at The Hamlin School.

Now, as the Athletic Director for The Hamlin School— a K-8 independent girls’ school in San Francisco—Charlee is supporting the athletic journeys of young female student-athletes. "My role at Hamlin has really allowed me to build relationships with the girls and to encourage their participation in athletics, as well as inspire them to be good people." Through her leadership, a remarkable 80% of students participate in middle school sports.

And, Charlee is able to remain connected to and share her love of sports that was cultivated during her time at French American and International.

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WE ARE CITIZENS GLOBAL CITIZENS: 5th Graders visiting the European Parliament on the 2017 Trip to Strasbourg 86 | LA LETTRE AUGUST 2017

citizens

A Middle Schooler’s March for Women on Washington

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lection seasons around the world have sparked new generations of activists among communities. At French American, teachers have guided students in timely and respectful classroom discussions, leading them to question the status quo, define their beliefs, and understand the impact of their individual and collective actions.

Amanda ‘20 is one member of our community who felt impassioned to join the ranks of outspoken activists earlier this year by traveling with her mother to the Women’s March on Washington, D.C. On January 21, 2017, together with hundreds of thousands of people across genders and nationalities, Amanda and her mother stood for their beliefs about how women should be treated in this country. As part of her education at French American, Amanda has learned to be an independent and critical thinker, and is encouraged to be confident in her thoughts and voice. Because

of this, she felt emboldened to stand in solidarity with 485,000 marchers for the protection of women’s rights.

"I believe it’s important to march because we can’t sit around expecting other people to act for us. If everyone did that there would be no march, no historic event, and no big step for our country," expressed Amanda.

"It’s important for Millennials, Generation Zs, and Gen Alphas to march, because one day the country will fall into our hands and we need to teach our children the rights we all deserve. It’s especially important for these three generations to march, because we’re going to have to inspire the ones coming afterwards. This country will continue to have daughters, and it’s our mission to create a society where women of all ages would be proud to live. I’ve never been more inspired, so proud to be who I am, and glad that I’m a part of the women who have left an impact on our country. Memories of this march will be a part of me for the rest of my life and I will never, ever forget this historic movement."

Amanda at the Women's March on Washington D.C., on January 21, 2017

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citizens

Designing the World of Our Future

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ixth grade students in Cathy Halter’s histoire-géographie class were challenged to create notre ville de demain—our city of tomorrow. Students worked in teams to envision, plan, and design urban communities of the future. They were asked to consider services provided, architectural style, the role of nature and the environment, and to define what makes a city great. Creativity and self-expression were welcome and evident in the students' imagined future cities, designed to build and support sustainable communities.

"The students imagined the construction of new buildings that consume much less energy, and considered public spaces that allow us to get around by bike, on foot, by public transportation or car-sharing. I was impressed by their ability to analyze, innovate, and col-

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laborate to build their city of the future while respecting environmental and structural constraints," said Cathy.

"I believe cities themselves are the engine to creating a better, more progressive and sustainable way of life, and hope to instill in the students that they can be an agent for change within our community."

Elsa ‘23 liked that "the project encouraged us to use the creative side of ourselves. It was really neat to see what everyone in the class did and how we can make the cities more environmentally friendly."

Elsa’s classmate, Harper, noted "the project made us do research to find ways to make the world a better place."

Maddie ‘23 added, "Since we were building a model, the project forced us to think deeper about the dimensions of the buildings and the quality of life in the city. It was cool that we got to think about and design the world of our future."

WE ARE GRADUATES The 2017 International High School Valedictorians: Alexander Boccon-Gibod, International Baccalaureate and Keishi Foecke, Baccalauréat Français LA LETTRE AUGUST 2017 | 89

graduates

Seniors Embark on New Journeys

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enior year marks the beginning of a new journey for our students, an exciting exploration into what life after high school will entail. For the vast majority of our students, this means attending college nearby, traveling to a new state, or taking the thrilling leap to an international destination. Making decisions about college is both exciting and pivotal for our students, and as such, we invest deeply in this process so that both students and families are supported during this rite of passage.

College counselors are instrumental in guiding students through the application process. By developing relationships with each student and drawing from a wealth of knowledge and experience, our counselors identify the students' goals, hopes, and expectations for the future, and offer suggestions that may include schools the students have never considered. They aim to broaden the search and give students the opportunity to conduct authentic research, either reinforcing initial assumptions about a top choice university, or expanding a list of possibilities.

While the college counselors help our students make a decision to ensure they’ll be successful and fulfilled in the next step of their educational journey, our teachers have been preparing them throughout their high school careers for what’s to come.

"Our students are very successful at the colleges they attend," explained Ashley Rochman, Director of College Counseling. "This is because of how well they have been

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prepared during their time at International, acquiring critical thinking skills which they readily apply to real world situations. They are able to succeed because their curriculum has already given them the skills and tools many students do not have an opportunity to develop until they arrive at college."

Our students continue to be accepted into prestigious colleges amid increasingly competitive admission rates.

Students received offers at schools such as Harvard (1 student accepted—5% admit rate), Columbia (3 students accepted—6% admit rate), Massachusetts Institute of Technology (2 students accepted—7% admit rate), University of Chicago (5 students accepted—7% admit rate), and the University of Pennsylvania (3 students accepted—9% admit rate.) Collectively, the Class of 2017 received 52 acceptances from colleges that accept approximately 15% or fewer applicants.

As the level of competition rises among university admissions, strong applications become even more important. The counselors work with students to distinguish themselves on applications, and to showcase their remarkable talents and accomplishments. "Every word is precious and significant, and we want our students’ applications to really pop. Most sections within applications are few more characters than a tweet!" Ashley remarked.

We are proud of our seniors’ accomplishments this year, and pleased to highlight the list of acceptances and matriculations this fall.

Congratulations to the Class of 2017!

graduates

Class of 2017

Acceptances and Matriculation ACCEPTANCES Allegheny College American University (4 Students) Amherst College (2) Arcadia University University of Arizona (3) Art Center College of Design Bard College Barnard College (2) Bates College Berklee College of Music Bishop’s University Boston College (3) Boston Conservatory Boston University (9) Bradley University Brandeis University (2) University of Bristol British & Irish Modern Music Institute University of British Columbia (10) California Polytechnic Pomona California Polytechnic San Luis Obispo (3) California State University:

Channel Islands Chico East Bay Fullerton Los Angeles Northridge Sacramento University of California:

Berkeley (7) Davis (13) Irvine (3) Los Angeles (6) Merced (5) Riverside (11) San Diego (9) Santa Barbara (5) Santa Cruz (22) Carleton College (2) Carnegie Mellon University (6) Case Western Reserve (3) Centre College Champlain College Chapman University (4) University of Chicago (5) Clark University (3) University College London (2) University of Colorado Boulder (6) Colorado College Colorado State University Columbia University (3) Concordia University (5) Cornell University DePaul University (2) Drexel University (2)

University College Dublin (2) Duquesne University Durham University École hôtelière de Lausanne University of Edinburgh (2) Emerson College (2) Emory University (2) University of Exeter Fairfield University University of Findlay Fordham University (4) George Washington University (8) Georgetown University Gettysburg College Goldsmiths, University of London Gonzaga University Goucher College Grinnell College Hamilton College (2) Hampshire College Harvard University Harvey Mudd College Haverford College (2) Hawaii Pacific University HEC Montreal Hobart & William Smith College Hofstra University Hotel School of The Hague University of Illinois–Chicago University of Illinois–Urbana Champaign Indiana University Bloomington (3) Johns Hopkins University (2) University of Kansas (2) Kenyon College (3) Lancaster University Lawrence University (2) Leeds Beckett University Leeds College of Music Les Roches International School of Hotel Management Lewis & Clark College (6) Loyola Marymount University (5) Macalester College University of Manchester Manhattan School of Music (2) University of Maryland Massachusetts Institute of Technology (2) University of Massachusetts Amherst McGill University (12) Menlo College Miami University University of Miami (2) University of Michigan Michigan State University (2) University of Minnesota Twin Cities (2) Montana State University Bozeman Morehouse College University of Nevada Reno

New England Conservatory of Music New York University (9) Newcastle University (2) Northeastern University (10) Oberlin College (3) Occidental College (7) Ohio Wesleyan University University of Oregon (13) University of the Pacific (2) Pennsylvania State University (2) University of Pennsylvania (3) University of Pittsburgh (2) Pitzer College Portland State University University of Puget Sound (2) Purdue University University of Redlands Reed College (4) Rensselaer Polytechnic Institute Ripon College Rochester Institute of Technology Royal Northern College of Music Saint Louis University St Mary’s College of California San Francisco State University (3) University of San Francisco (4) San Jose State University Santa Barbara City College Santa Clara University Sarah Lawrence College (3) Savannah College of Art and Design (2) Scripps College Seattle University Skidmore College (2) University of Southern California (5) Southern Methodist University University of St. Andrews (2) St. Lawrence University Stevens Institute of Technology Swarthmore College Syracuse University (4) Temple University University of Texas Austin University of Toronto (6) Tulane University (2) Vassar College University of Vermont Villanova University University of Virginia (2) Wake Forest University (5) Washington University in St. Louis (3) University of Washington (12) Whitman College (4) Willamette University (3) Williams College (2) University of Wisconsin Madison (5) Worcester Polytechnic Institute York University

MATRICULATION Barnard College Bates College Berklee School of Music-Boston Boston College Boston University (4) Carnegie Mellon University (2) Chapman University Columbia University Concordia University–Montreal (2) Cornell University École hôtelière de Lausanne Emory University George Washington University (4) Georgetown University Gonzaga University Hamilton College Harvard University Johns Hopkins University Lewis & Clark College Loyola Marymount University (2) Massachusetts Institute of Technology (2) McGill University (4) New York University (4) Oberlin College Royal Northern College of Music Saint Mary's College of California San Francisco State University (2) Santa Barbara City College Savannah College of Art and Design Scripps College Stevens Institute of Technology Syracuse University The University of Edinburgh Tulane University University of California:

Berkeley (3) Davis (2) Los Angeles (2) Riverside San Diego Santa Cruz (3) University of Chicago (5) University College London (2) University of Pennsylvania (2) University of San Francisco University of Southern California (2) University of St. Andrews University of the Pacific University of Washington (2) University of Wisconsin, Madison Wake Forest University (4) Washington University in St. Louis (2) Whitman College Williams College

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graduates

Farewell, Class of 2017

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MELINDA BIHN, Ed. D. | HEAD OF SCHOOL

hat a pleasure it is to celebrate this event—with our distinguished guests, with our families and our faculty, and with you, the Class of 2017. You are a very special class to us; to me, you are the class that welcomed my family to International several years ago. Quite literally, you took us in, and I will always be grateful.

Describing you is daunting—you are terrifically talented, and distinctly diverse, excelling in academics, athletics, and the arts. You are opinionated and outspoken—debating philosophically in class and demonstrating politically in the streets. You are world travelers, with trips to Tahiti and Malawi, India and France, under your belts before you could drive. You are smart, preparing your Bac and your IB while pursuing your passions—for music and MUN, dance and drama, sports and service.

You are going to extraordinary schools—to Harvard, Columbia, Cornell, and Penn, to Chicago, MIT, Carnegie Mellon and Johns Hopkins, to Wash U, Wake Forest, GW and Georgetown, to Hampshire and Barnard and Bates, to the UCs and USC and UBC, to Washington and to Madison, NYU and Williams, to McGill and Edinburgh and St. Andrew’s, to name just a few. You are funny, you are lively, you are lovely. You are also noisy— you laugh a lot and complain not a little, you never stop talking, and, oddly, you are always ready to start singing.

Yet you listen hard, and take things to heart.

You have needed to listen, because in the course of this education we have told you a great many things.

We’ve told you to be in class, be on time, and be over prepared. We’ve told you to get up, get to work, go to school, go to bed, and go to college. We’ve told you to sit up, sit down, lean in, stand straight, and stand out.

We’ve told you how to read a poem, solve a problem, write an essay, scan a text, say a speech, run a scene, run a lab, run a race, and, some days, run for cover. We’ve told you to clean your locker, meet your deadlines, mind your manners, find your passport, watch your posture, eat your breakfast, hold your tongue, wait your turn, watch the time, watch your tone, and watch out. We’ve told you so many things. And you have tried to do them all. We’ve told you, and told you—and yet.

There’s so much we haven’t said. Did we tell you, I wonder, what really matters, as you set out to make your lives?

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You have made it through the IB, and the Bac. You have made it into college, and your college acceptances are so strong that it seems that you have not only made it, but that you have it made. Did we tell you the point of all this making? Did we tell you that the purpose of making good is to be able to make a difference, and that that difference lies in doing good for others rather than simply doing well for yourself? Did we tell you that purpose is measured in meaning—that your life is not a balance sheet, but a story, and that only you can determine its moral?

We have told you how to do so many things—how to balance an equation and argue a proof, how to conduct an experiment. We have taught you mathematics, and science, and histoire géo. But did we tell you that the most powerful thing you will learn to do is love, and that no other action will be as singularly important in deciding the significance of your lives? You must love something, of course, and we have made much of helping you find your passions. Your lives will be the richer if you do work about which you are passionate. But loving something is not enough. No one ever wrote a great story about someone who loved her job. You must love someone—you must care for, and about, others. That’s the stuff of great literature, of course, and great living.

We have told you how to succeed, evidently. But did we tell you to how to fail? Did we tell you that your real achievements will result not from certain knowledge and safe, sensible steps but rather from your readiness to risk not knowing? Did we tell you that it is your ability to sustain unease and to entertain uncertainty that will distinguish your dreams and determine your success? Your reach, as the English poet Robert Browning said, should exceed your grasp; it’s the stretch that matters. And if that means you fail sometimes, you fail, and live better for it.

Did we tell you that the only thing you must not fail is your character—the quality that has, as Joel says, so singly distinguished your class? Did we tell you that character is determined not by magnificent moments, but by the accumulation of small choices; not decided by powerful performances and home runs in the last inning with the bases loaded (though those were magnificent moments, and we loved them), but by the choice to put in hours of practice? Did we tell you that most of life feels like rehearsal, until you look up and realize that the performance is on? Did we tell you that the quality of your practice—your daily decisions, the choices you

graduates

“Did we tell you that the purpose of making good is to be able to make a difference, and that that difference lies in doing good for others rather than simply doing well for yourself? ” make when noone is watching—is thus what decides the quality of your character? Learn that early, and you will not only do well, you will do good.

Did we tell you that one choice you can always make is joy? You will not always be happy—often, in fact, you will not. But you can cultivate delight in your daily life, so that when frustration, disappointment, and even grief come, as inevitably they must, you will be armed by your capacity for joy. Do that daily, and you will live better over the years.

We have taught you to travel. Many of you have been immersed in more than one language most of your lives, most of you have visited more than one country during your time at International, all of you have navigated more than one culture as you moved through our classrooms. You have been given the gift of cross-cultural cognition. You are prepared to go out into the world— but did we tell you to come home? Did we tell you that home can be many things—a place or a person; a language or a way of living—but that you must have one, an Ithaca toward which your life bends, a point toward

which you yearn, and to which you return, on your odyssey? Did we tell you that we will be here, waiting, while you wander, and that we want you to come back to us— to your families, your teachers, your beautiful city, your wonderful school—so we can learn from you?

Did we tell you that we will miss you? We will miss you all terribly. Did we tell you that no matter how much we will miss you, we cannot keep you a moment longer, for the world needs you? Did we tell you that you matter? Recipients of an international education, you have been reared to question authority and to interrogate assumptions, to see from a multiplicity of perspectives and to take principled action. In a world that needs critical thinkers and principled citizens more than ever, your quality of mind and character will make a necessary difference.

Did we tell you that we believe in you? We do. That we love you? You must know it. We’ve told you all we can, Class of 2017. Now you tell us how we did, in how you live your lives.

Congratulations, and godspeed.

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WE ARE DONORS COMMUNIQUÉ ANNUAL REPORT 2016-2017 94 | LA LETTRE AUGUST 2017

donors

TREASURER’S LETTER

Building a School

of Which We Can Be Very Proud

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he 2016-2017 school year was another successful year by all measures for our school community. Under the superb leadership of Melinda and her team, the Board of Directors, and many others, we were able to undertake a thorough strategic planning process, the results of which we are excited to share with our school community. This process has enabled us to further refine the application of our values and of our strategic goals.

Continued strong enrollment, outstanding community fundraising events, and our most successful annual fund ever have enabled us to not only build on the school’s financial strength, but also to continue delivering an excellent curriculum to our children. Our specialized focus of international curriculum is so important in preparing our children for today's world. Your generosity enables

us to continue delivering the best education possible.

We have seen another year of impressive college admissions, which further shows the quality of the education received at French American and International. Our students are sought after by the world's top universities and colleges in an ever competitive college admissions landscape. Our faculty is, of course, primarily responsible for the success of our students and they are directly reflected in our college admissions results. We cannot thank them enough for the fantastic job they do and their dedication to our children.

Your continued engagement and generosity are astounding and have directly affected the positive direction in which we are going.

Through our community’s culture of giving, we are building a school of which we can be very proud. I hope you share my enthusiasm and I look forward to an even more exciting and successful school year in 2017-2018.

STEPHANE DE BORD Treasurer, Board of Trustees

"Your continued engagement and generosity are astounding and have directly affected the positive direction in which we are going."

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donors

A Transformative Gift

in Support of Socioeconomic Diversity

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ew Trustee Rob Mee and and his wife Dana Le, parents of Declan, 1st grade, and Oliver, PK3, had an epiphany while Rob was changing his younger son, not long after Declan started PK. Little Oliver started singing on the changing table—in French. Neither Rob nor Dana are Francophones, so they could only conclude that Oliver had been taught by his older brother. What an extraordinary benefit: a second language spreading from child to child, sparked by their eldest’s French American education. True believers in international education, Rob and Dana’s first instinct was to ask “how do we make this life-changing opportunity available to as many children as possible?” And so was born the Robert Mee and Dana Le Fund.

"We realized what an extraordinary gift this school is, not just to a child, but to his entire extended family and community. In our view, sharing the depth of this education, and its international perspective, enriches all of us,” shared Rob and Dana.

Rob and Dana’s generous gift to the French American Endowment fully funds a PK-12 French American education in perpetuity. The first Mee Le Scholar begins PK this fall, and will attend our school entirely free of tuition through graduation from International High School.

“Rob and Dana’s extraordinary act of generosity extends a bilingual education to more children, and is an inspiration to all of us at our school. Their support of socioeconomic diversity is such a tribute to their family's values and the mission and values of French American and International,” expressed Melinda Bihn, Head of School.

The power of the Robert Mee and Dana Le Fund is that it is exponentially supportive, generating income each year, ensuring that our school always has a Mee Le Scholar in our midst. Board of Trustees Chair Josh Nossiter added, “In this and in every year hence, a local family will be on the way to a brighter future thanks to Rob and Dana’s munificent, transformative, and practical philanthropy.”

96 | FRENCH AMERICAN INTERNATIONAL SCHOOL COMMUNIQUÉ 2016-2017

donors TOTAL REVENUE BY SOURCE 2016-2017 Endowment and Other Releases: 1% Academic Income: 5%

Administrative Income (Interest, Rent): 1%

(After School, Trips)

Advancement Income: 5%

Tuition (Net of Aid and Discounts) 88%

OPERATING EXPENSES 2016-2017 Depreciation: 4%

Contingency/Reserve: 1%

Facilities: 11%

(Security, Maintenance, Utilities, Janitorial)

Debt Service: 4% Operations Expense: 6%

(Insurance, Technology, Publications, Advancement)

Program

(Salaries, Taxes, Benefits)

Administrative: 11%

52%

(Salaries, Taxes, Benefits)

Program Expenses: 11%

(Trips, Books, Athletics, Professional Development)

* Data reflects the budget numbers for 2016-2017

FRENCH AMERICAN INTERNATIONAL SCHOOL COMMUNIQUÉ 2016-2017 | 97

donors

ANNUAL GIVING REVENUE BY SOURCE 2016-2017

$1,640,713

Parents $822,140

Special Events $388,978

Board of Trustees $154,076

Foundations and Grants $69,100 Matching Gifts/Corporate/Retail Rebate $103,758

Alumni $5,371

Alumni Parents $54,415

Grandparents $29,963

Friends, Faculty & Staff $12,913

PARENT PARTICIPATION BY GRADE 2016-2017 TOTAL PARTICIPATION 70% 94%

82%

86%

83% 85%

86% 83%

75%

72% 73%

68%

68% 60%

PK3 PK K

1

2

3

4

5

6

7

98 | FRENCH AMERICAN INTERNATIONAL SCHOOL COMMUNIQUÉ 2016-2017

55% 54%

8 9 10 11 12

THE COMMUNIQUÉ ispro d uced to in fo rm the

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school operations ANNUAL FUND

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ANNUAL FUND

AMBASSADORS Aspecialthan k yo u to o urd ed icated 2016-2017 An n ualFun d vo lun teer swho suppo r ted o uref fo r ts asclassr epr esen tatives,o utr each champio n s,an d allar o un d ad vo catesfo ro urd yn amic pr o gr am.

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Tr acy B ald win PaulB an as Br ittn y B o tto r f f Ker ry B o ur don C har lo tteB r ook D ean C o pan s C assan d r a C o stello D an elleEbbel Kar la Ellis-D avis M ar k Fisher N icho lG ar zo n KateG r een Ter ry H en ry

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GIFTS RECEIVED JULY 1, 2016 THROUGH JUNE 30, 2017

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THANK YOU!

FRENCH AMERICAN INTERNATIONAL SCHOOL COMMUNIQUÉ 2016-2017 | 99

donors

CERCLE DU PROVISEUR

T hescho o lrelieso n thelead ership an d gen ero sity o ftho sewho areable to co n tributeasparto ftheC ercled u Proviseur .T he2016-2017 A n n ualFun d saw a reco rd n um bero fd o n o rs.T han k yo u!

241 gifts at the Cercle du Proviseur levels

CERCLE DU PROVISEUR Alld o n o r so f$1,500 o rmo r ear emember so ftheC er cledu Pr oviseurgiving so ciety.T han k yo u fo ryo urlead er ship an d o n go ing gen er o sity.

PROVISEUR $ 25,000+

A n o n ymo us( 3) Ked an d C ecilia H o gan

PROVISEUR ADJOINT $ 20,000-$ 24,999

A n o n ymo us( 2) M ichaelan d X o chiB ir ch Peteran d L aur a Fen to n An dr ea an d D avid Ken n ed y

MINISTRE

$ 15,000-$ 19,999 Alexan d eran d C hr istine A ghassipo ur Stephan Fo r getan d Flo r en ceSo lal T heTo m M er itH an co ck Family Fun d

PRINCIPAL

$ 10,000-$ 14,999 A n o n ymo us JP an d A n n B alajad ia Asim B han sali C hr isB o n o mo an d Jen N ur se Br ittn y B o tto r f f Aliso n an d M ar c C haput Jef fan d SuzetteC lar ke

PhilippeC o ur to tan d Fr eya A n n eEd uar te D o lby C on r ad an d San d r a D o n n er Fer ry Plaza W ineM er chan t Kevin Fr an klin an d KeehaePar k G o o gle Philippean d H eatherG r en ier Jer emy an d KateG r een Julia Ro wean d Ro n ald Kahn So r en an d C ar o lineKr o gh-Jen sen Rachelan d A n an th M ad havan Alain an d L aur en ceM utr icy O leg an d H eatherN o d elman C hr isto pherPer ry an d A my Swan so n -Per ry Br ian Fer r allan d L aur iePo sto n Kar en Schmid Gr eg an d C amelia Skiko s N ico lasTsingo san d A gata O palach H ar ry Tur n eran d B r ian Keil C ar ey an d N o ah W intr o ub Alasd airC athcar tan d Z hen ya Y o d er

AMBASSADEUR $ 5,000-$ 9,999

A n o n ymo us( 2) Jen n iferG o ld ber g A n n un ziata '8 7 an d Jim A n n un ziata Apple,In c.

100 | FRENCH AMERICAN INTERNATIONAL SCHOOL COMMUNIQUร 2016-2017

B lackRo ck M atthew an d M ar gar etB lo d gett C hr isto pheran d Ker ryan n B o ur don Peteran d Jessica B r ad shaw To m an d C aitlin B r o wn Jo hn C atean d Jean n eM yer so n A lexan d eran d Er ika C o ur ic D evin C uyleran d ReesePeco t Alexan d r ean d M ar ian n eD ayo n Stephan ed eB o r d Alex D evean d V icky G kiza L aur en tan d Ro xan eD ivo l C hr isan d Elizabeth Elliso n Ro n ald an d B ever ly G ar r ity D an ielan d L ind a G eballe G en en tech PhilippeIr o la M aso n Kir by an d A man d a Kahn -Kir by D avid Kvar atskhelia an d C hr istina G iguer e Ken n an d A n ya L eG ault M ichaelL ieber man an d D ebo r ah B isho p PaulL o ef fleran d M ichaelSullivan D avid L o w an d D o miniqueL ahausso is PaulM achlean d D r .Kathleen Jo r d an Patr iceM aheo an d Ping X ie Jo shua M ar gulies M ichaelan d EmiM o o n ey Kinkead Reiling an d Er in O 'D o n n ellReiling D ezzan d Tr aciRo pp Ray Ryan an d Jen n iferB r aun D avid Samr a an d Er ica Pear so n Samr a Syman tec To m W illisan d A n gieG o r r M ichaelL i-M ing an d W en d y W o n g C ar lY estr au an d Julian n eC asper

CONSUL

$ 2,500-$ 4,999 A n o n ymo us( 4) M ichel A r man d an d D avid B lumber g Khald o un an d A my B aghd ad i Kevin an d Tr acy B ald win M ary B eattie Er ic B o n jo uran d Valer ie A n d r zejewski Ro ber tan d Shar o n B o tto me Gr ego ry an d C elineB o utte Kimber ly B r an agh Richar d C allean d Rebecca Speer Atr ian d A n shu C hatter jee Sco ttC lasen an d Jan etteW ipper Jo n athan C r aig an d Patty N o zato Jud y C r aig M atthew D avisan d Kar la Ellis-D avis L uca d e A lfar o an d Fr an รงo iseB eaufays G illesan d N atalieD r ieu M atthew an d D an elleEbbel RemiEl-O uazzan ean d JulieL even L aur en cean d H akim Er hili M ehr an Far iman ian d M itr a Rezvan M ichaelFinn ey an d G ypsy A cho n g

donors M ar k an d C hr istineFisher M ichaelFisheran d L in-H ua W u Kar in Flo o d V inceFo eckean d L ind a H into n C hr isto pheran d A n d r ea G alvin Kayvaan G hassemieh an d Shan n o n W o lfe PhilippeG o llean d San aeN akagawa D avid G o o d stein an d O lga Per ko vic G ilber tan d C ar o lineG o o d will Felix H ack an d A n n L ucchesi Ramzian d M ar ia H aid amus D en n isan d Sabr ina H iggs Steven H ir sch an d Paik-Swan L o w G eo f fr ey H o ltzan d C hr istineFer r ar i C or r ina Jo n es Alparan d M eltem Kamber G ary an d Emily Ketchen Ashuto sh an d Tif fan y Kulkar ni C hr isL amber tan d N an cy C hun g Br un o L arvo lan d W an C hi Ro ber tan d Tan ya L eB r as-B r o wn M ichaelL eed san d Rebecca Y ee Asr ielan d C ar mela L evin Aar o n L evinean d Patr icia Ryan W altheran d Patr iceL o vato M ichelleM acKen zie-M en en d ez'8 5 an d Ed uar d o M en en d ez Elizabeth M eier M icr o so ftC o r po r atio n Far zam M o sto uf i O wen an d M elissa M uehlfeld Jo sh N o ssiter M atthew an d B r en d a O gbur n Kambizan d M ichelinePasha Aman d a Per r ot Jo hn an d D awn Picker ing C hr isto pherPo ggian d C ecilia D elapier r ePo ggi JamesReed '95 an d Ro ssemary Reed L ar ry an d Jan eReed Ian Ro sen f ield an d Susan n eC aballer o Salesfo r ce.co m Ken n eth an d Tina Schn eid er L aur en tan d A n n Sellier D avid an d B o n n ieSmo lins SteveSto n ean d B r id getB askett-Sto n e V icto r ia Sun g PaulTam an d Rho n d a Kwo k T heT hen d ar a Fo un d atio n M r .To tevan d M s.Ro usko va Jo hn Ver bestelan d KyleM atthews N or man an d Jen n iferV illar ina Jo hn an d So phieW allace W ellsFar go B an k Alpho n seW u an d D o n n a Tse Alfr ed Y an an d G allia L evy San d y Z weifach an d N ina Kjellso n

CONSEILLER $ 1,500-$ 2,499

A n o n ymo us( 8 ) Ad o beSystemsIn c.

Patr ick A scaso an d Jo an n a Pulcini-A scaso PaulB an asan d L .JasmineKim M elind a B ihn an d W illiam W allace Jar ed an d C lair eB o br ow Tyr asan d N ico leB o o kman Jo seph B r avo an d Rika U ed a Jen n y Tsen g an d N icho lasB r o wn Er ik B r ucean d Patty D utr aB r uce G uy B ur d ick an d N ico leRyan Kimiko B ur to n '8 2 Y an C uian d Y ueZ hi L ing an d Jen n y C han g L aur en tan d A d r ian a d eB o r d D eutscheB an k A mer icasFo un d atio n Jo han A ubin D ur amy an d B en ed etta Faed iD ur amy M ax D ur n ey an d C athryn B ar r ett Peteran d So n ia D war es Jef fFad iman an d Kater ina H o llblad -Fad iman Tim Fay an d C appie A lver so n -Fay G ino Fo r tun ato an d L aur a M eyer D avid G eissler C igd em G en cer Jud ith G lickman D avid H ear th an d L aur en H all A.T.an d Sher r iH o we Stephen an d Elizabeth H o we C hr isto pherJaegeran d H eid iW er bel Ro ber tJameso n an d Suzan n eShad e Amy an d So mmerJo hn so n D ian eJo n esL o wr ey an d PaulL o wr ey L eslieKar d o s'8 2 an d M iguelB ar r on M ichaelKaso lasan d Stella Pan tazis Jo hn an d JulietKelley Rajn eesh an d G aur iKho kha To n y an d Rita Kim Ro ber to an d Sar ah L ar tigue Ed war d L eean d Rho n d a Righter T heL o pez-L eschin Family M atthew M aieran d B r id getFinn H or tM cG illan d N ico leH ar r is Stephen M cG r ath an d M ar ina L an d au M cKesso n C o r po r atio n M atthew M cL eo d an d A d elineM cL eo d D avid an d C hr istineM cSpad d en Ter en cean d A bigailM eur k Jo lyo n M illeran d M ehr iB r o wn AmirN ajmian d L ind a W o o Jo n an d L eslieN o r r is Kevin O 'C o n n o r M ar io Pacinian d B ar bar a M ar tino G ir ish Pan cha an d Fio n a M cG r ath-Pan cha M ax Po letto an d Kar a O 'Keefe Alexan d r a Q uinn '8 7 an d M ar k Spo lyar Amiran d Kr istina Razmar a Eileen Rid ley an d L isa W ally

Jo sh Ro sen feld an d Stephan iePar r PhilippeSan chezan d Sar ah Van D yck Tex an d Jud ith Schen kkan Ro ber tSchlatteran d Jan ineO liveir a Ahmed Shalabian d M aiB ad r Aleksan d eran d N atalia So bczyk To m an d Jen n iferSo lo way M ichaelSteineran d A ud r ey Y ee Sabr a Sto n eran d Ken M aikish Ed war d Szylko an d M ichelleH an sen JacquelineVan L an g an d D an Sivo lella Suzan n eKan ean d B uck W hitaker PaulW o lter san d A my Sehn er t N athan ielW yattan d Sar ah Sweed ler Kevin an d C atr io n a Y ale Sco ttL auzean d M ar k Y esayian M ichaelan d A my Z an fagn a M ichaelZ eisseran d M eghan H ar r is

ATTACHÉ

$ 1,000-$ 1,499 A n o n ymo us( 8 ) Julio A valo san d So n aliM aitr a Gr an tB eggsan d D avid G ar cia Jo n athan B elk an d Kimber ly Schmitt Er ic B uko v M ar c an d Ter r iD avid C hr istian ed eB o r d Sebastien an d A ur ian ed eH alleux L aur en tan d M ary Jan eD ubo is C ecily D umasan d Sar ah M o uld ing Richar d an d Jen n iferEmer so n Shelly Er ceg an d Patr icia Jaco bsen Ro ber tEvan san d Ro bin W o n g Evan s Ar ielFischeran d Stephan ieRo ssi H ar o ld M atthew an d D o r o thé eFisher X avierG ury an d A gatheEvr ar d

FRENCH AMERICAN INTERNATIONAL SCHOOL COMMUNIQUÉ 2016-2017 | 101

donors PARTICIPANT $ 1-$ 999

Justin an d A my H ess Sar a an d M atthew Jen n iso n Alan an d L ind a Kahn M itko an d A shley Ko bur ov Salah Kamelan d So phiePlace Steven an d Kimber ly Ko ury Y an n an d JulieKr o n ber g Jean -M ar c L an d au an d Jen n iferL an d au G en eL au an d A r len eC o sca RussellL o n g C har lesan d Jean etteM cC o y N icho lasM er ceran d B ar bar a A n to n ucci T heo d o r ean d Kir sten M iclau Paulan d N ia M iller M o llieSto n e'sM ar kets O leg an d A lina M uza Evelyn N ebo ut An ttian d Reeta Petajisto An d r ew Po sseltan d FayeJamali Br un o an d Kar inePr ad al M ar tin an d M ar ia Q uinn G io r a an d Susan Sagy Er ic Saved eB eaur eceuilan d N icho lG ar zo n -M itchell G eo f fr ey an d C hr istina Sawyer Jud iSeid en Y o un g Shin an d Elo isa Tejer o Richar d Stan to n B en Sto ttan d L ucy W o o d war d H ad iTaher ian d Par issa Sayar Ar n aud Teicher tan d Jen n iferC hia-H an C han g AliTo r ean d M eghan C ar o zza V incen tVan ho uckean d Jo yceN o ahVan ho ucke Stephen V iessan d M eghan B iesiad ecki

A n o n ymo us( 68 ) Ramzi A bad o u an d Sar ah H o llo way Ad am an d Tali A lban M aur icio an d C har les A lbr izzio C hr istian A ld eco a an d Elizabeth Jaco bso n Elchan A lievan d Ren a A bd ino va M agn us A lmquistan d Eld a C heca Apr ilM cC r ae A l-Shamma Jean '8 9 an d C ar melJean B ryan an d Jud ith A lvar ez H assan an d L aleh A min Kar en A n d r ews Tito an d Er ica A r an a Fr ed an d B eth A sper in C hr istina A stley '94 an d M aso n A stley Auto d esk,In c.

AmrB ahbah an d Shao L in Y acin an d A n n e-L o r r aineB ahi B an k o ftheW est H an k B an n isteran d Kyo ko W atan abe An d r eian d N atalieB ar eli M ur ielB ar to n Alex B astid a an d D arya So to C hr isto phean d A leyd a B auber t Er ic an d Ren é B ecker L o uis-M ar tin an d C o letteB ed ar d Eytho ran d Fr an ceB en d er C assan d r a B en jamin G ary B euschelan d Jo hn Kr use Valér ieB ian quis C har lesan d Regina B ied er man Richar d B ilo d eau an d H eatherH awker L aSjo n B lacksher C hr istineB o isan d Ver o n iqueRichar d Y o ucefan d M egan B o uhamama Ro y B r akeman Kier an an d C ar o lina B r an ch Patr icean d C ather ineB r eto n Br ightFun d sFo un d atio n T ho masB r isebr asan d JacquelineO r tega G abr ielB r o o ksan d C ar o lineN un ezB r o o ks Alan an d M ar io n B r o wn A n dr ew an d M ar aB r o wn G ary an d C lyd en eB ultman Ellen B ur d ge Patr icia B use M ar cella W hiteC ampbell'95 an d Gr eg C ampbell C apay O r gan ic M aya C apur G ina C ar gas Jef fC ar pen teran d Jo an W er n ett H an k C hen an d V ivian Fu Julian an d H elen C hu Fr an k C ialo n ean d M imiPo wer s Tiber io an d G lo r ia C ialo n e To d d C leary an d Jessica M en d els

102 | FRENCH AMERICAN INTERNATIONAL SCHOOL COMMUNIQUÉ 2016-2017

Elizabeth C leer e M attan d C ind y C lemen tz Ken n eth an d Elean o rC o f felt Jo elan d M ar io n C o hen Kathy an d M ar tin C o hn D avid C o llier B ar ry an d Peggy C o r lett M ar io C r o maz Or pheusC r utchf ield Sean C ullen an d JulietteRo bbins JamesC ur r an an d JacquelineL ytle Fr an k an d Elen a D alSan to Jo hn D allasan d A n n ieL o n gswo r th Ro ber tD an ielsan d So phia G o n g M ichaelD ar tan d Jan ineD arwin Tyso n D augher ty an d Van essa C r itchell Br ian D avisan d C asey Kimball An d r ed eC astilho an d Kr istineC lar k-d eC astilho B aud o uin an d C o r ined eH emptinn e G autierd eM ar cy an d Kar r iD o n ahue G uillaumeD ecalfan d H aleh Par to vi A lar ic D egr af in r ied Ad r ien D eleclusean d C ar o leG r id ley D elta A irL ines Ar man d an d C hr isty D er -H aco bian Jo hn D iaman te Reza an d Fir o uzeh D ibad j Stevean d Ruth D ickstein D mitry D o linsky an d In n a D o linsky M ichaelD o n n er Ruben D o n zean d A d elineD o n ze PaulD o r ian C lar eD o ugan Julien D o ur len Ryan D r ake-L ee'00 AhmetD r amean d B ineta C amar a Ro muald an d V ir ginieD ucasse Timo thy D ufka an d M ar ie-Pier r eC ar lo tti An d r ew D un baran d Z o ee A str achan H er ber tan d Sar ah D un meyer To m an d M ar gar etD un n M ary an d L awr en ceEbr inger B o b an d C o n n ieEby Ro ber tEd war d san d G abr ieleL an ge-Ed war ds B assem Eliasan d L o uiseB ar r ett Steven En gelbr echtan d A n n a H an a A vittal D ean En gle M atsEn gstr o m an d D aphn eEn gstr om X avieran d Jelen a Er har t G ailEr ivin-C aud le Kaan Er o lan d A ylin U ysal Philippean d V icto r ia Erville M ar c Esco bo sa '91 an d M eg Esco bo sa Paulan d L aur a Esco bo sa eScr ip Jo han Euphr o sinean d Y o ko Shamo to Exped ia/H o twir eIn c.

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donors Kitty Fassett G eo r geFavvasan d N ao mi A ssar af Ramo n Felcian o '8 5 an d Emma C ar lso n W illiam an d M ary Filen er M ikean d M ar ika Fishman N ico lasFiszman an d C hr istina H ellmich Phillip Fo n g an d D ian a Y o u Sco ttFo n g an d Far ah A n war Er ic an d Ellamar ieFo r ten bach Alexan d erFo wleran d M egan M cVay JillFo xe T ho masan d C lair eFr an ce Gor d o n an d A n issa Fr an cis Fr an klin Templeto n In vestmen ts Julia Fr ied lan d er Jamesan d C hr isten Fr ied man Br ucean d M icheleFuller Ro elFun kean d JacquelineM cL aughlin Gr eg an d C ar o leG alan o s Kimber ly G allego s G ap,In c.

L aur en tG ar r ean d A gn esD o uillet C lair eG arwo o d M ar ineG autier M ichaelan d B illeeG ear hear d Fr an k G en d r ean d H o kulan iG ear hear dG en d r e H ugh an d A lisa G r o o co ck H ervé an d H é lèn eG r o ss Jo sé A br aham G utiér r ez-G ómezan d Cr istina C o r r ea Rick G yd esen M o un irH ad jaj D ino an d A id a H ad zibego vic C hr isto pherH allan d Kyr a Ivan o f f Shar o n H alper n Stephan ean d C athy H alter J.D avid an d Elen a H amn er M ichelleH an eran d SteveH askell M atthew an d N o emieH an sen C hr istian an d Sar iH aud en schild G eo r geH auseran d Jutta Reicher t PeterH eineckean d Kathryn B o wsher W illiam an d T her esa H en ry M ar k an d Kar en H en sley H ewlett-Packar d C o mpan y U ma H iguchi JamesH illan d A bigailW ainwr ight Alex H o an d A my Tsan Fr an cesH o chschild '8 0 Jef fan d Kar en H o r n Jo n athan H o r n an d D ar ia Sar af'91 D avid an d C herylH o well D avid H u '94 an d RuksakulTan atan yan o n Stephen H u an d San d r aH u B er n ar d H ugeran d Elizabeth H uger Satn am an d B akhsho H un d el T ho masH un tan d L ind a C an d elar ia C ed r ic an d N athalieH utchings Alexisan d V ir ginieIciko vics

Stewar tan d N o r een Irving C o d y Jaf fean d So phieSu Jo sh Jaf fee L ucien Jamey an d Tan ya A ly Jan eC .M acelr eeFamily Fo un d atio n M atthieu an d Stacy Jean so n M ichelleJeo n g Jef fr ey Jo hn so n an d Kar aL o n g M ar ta Jo hn so n Sar a Jo hn so n JustG ive KaiserPer man en teM ed icalC en ter N athalieKako n ean d L aur ieB lavin T ho ran d L ecia Kaslo fsky An d r ea Keller Patr ick an d D jen aba Kelly H akan Kilicco tean d M ur uvvetC elikbas L an ceKing an d A lisa M o sler W illiam an d C hr istineKing G eo r gio sKiur tsid isan d Katar ina B aker o va B ar tan d A n a Kler kx D an ielKlingebiel'8 9 an d Y o ko Klingebiel Jo hn Kn ightly an d Flo r ian a Spezza W alteran d M ur n iKn o epfel H ilmaran d N ao ko Ko ch Ro ber tKo sn ik an d A liso n Slo ga Igo rKo uzn etso van d Elen a Po po va Tar a Kr iese Jo sh an d D an a Kr iesel SteveKr o gn esan d Suha Jhaver i Ruth Kr umbhaar Br ian Kun z Stevean d W en d y L an d r eville Iain L an gr id gean d M o n iqueN ad eau Kevin L an sing an d So n ja M yhr e Richar d L awlessan d Ellen Filvar of f Tan guy L eL o uar n an d M ar ieC halo pin Etto r eL ealean d JulietteH ayes Jo hn an d Rebecca L ee L aur an ceL eean d So f ia To uami

Flo r en ceL estr ad e-V ieir a Ruth L evine C hr isto pherL ewisan d A n gela Shiu H o ld en L im an d Kr isEn d o h Y ako van d M ar ia L itinetsky Cr aig L o bd ellan d Jen n iferTagatz Ralph an d D ian a L o bd ell Fr an klin an d Jen n iferL o f fer C ar en L ud meran d Richar d Fr eed man Fr ed er ick L uhman n an d Ter ry H en ry N ir isL uian d Sco ttPato n A n tho n y an d M o n a L uke Jer emy an d C hlo eL ukins D avid an d Patr icia L yn n Jo hn an d TippiM acken zie Patr ick M aguir ean d Elizabeth O 'B o yleM aguir e M ilo M an o po ulo s-B eitman an d Jan eSwan Jo hn an d Kathryn M ar ple M ar k an d Kimber ly M ar tinez C ar r ian d A d am M ar tino -Jaco bs M ichaelM ar tinsan d Sabr ina Sayr e Far shad M ashayekhian d N azan in H akim JamalM avr ikio s M ichaelan d Sachita M cC ar thy M ichaelM cC o r mick an d L eilan iB attiste-M cC o r mick Fr an ceM cC o y Jamiean d C assan d r a M cG o ld r ick D an ielM cL aughlin '94 an d Jen n iferD aSilva Jessean d Er ika M cM illin Jaco b an d Stephan ieM cN eill H eatherM cW hinn ey an d C hr istian L ever t Br ian an d Susan M elville Gr ego ir eM en d y an d M ar tineG o mis Papian d Sujata M en o n M en to rG r aphics A r n aud M er cer on PaulM er lyn an d Slo an N o r man D avid M esan d Emman uelleL amber t

FRENCH AMERICAN INTERNATIONAL SCHOOL COMMUNIQUÉ 2016-2017 | 103

donors G abr ielM etcalfan d Elizabeth Sullivan T ho masM eyer ho f feran d M ary KateM eyer ho f fer W en an d Susan M iao SabineM id d lemass Stephen M iller JamesM iln eran d Rita B en to n -M iln er Jihad M ir za an d Kathleen M cN amar a L o u M o han ty an d Elizabeth So usa PascalM o latan d G en evièveB r isebo is M o o d y's Jef fM o r ay an d Susan C hamber s Julien M o r eau an d N ellieM o r eau Ign azio an d H eatherM o r esco Ro ber tM o vr ad ino v M ichaelM uelleran d Kar in Immer gluck Jo hn an d A n n eM ullen Ro ber tan d PaigeM ullin JPN D ushyan th N atar ajan d Pr athima Vad ir aja Ro ber tN atten ber g an d Fr an cineFar o uz C har lesan d N atalia N eer d aels Abbasan d N ad a N ehme Stephan ieN ehr ing an d M ichelTassetto C hr isty N ew Paulan d Jen n iferN o ck Keith an d A my N o r man L aur aN o r r ellan d L o r a H ir schber g D o ug N ugen tan d B ecky M o r timer Tim an d Jen n ieO 'B r ien D avid an d Sheila O 'C o n n o r C hr istineM o tley an d N eilO 'D o n n ell Er ic O illar bur u '8 8 an d A imeeO illar bur u AlexeiO r esko vic an d Jessica B r an so n Juan O r tellad o an d M ir eilleG ao n ac'h V icto rO r tizd eM o n tellan o an d M elissa Ro d ger s Stephan O smo n tan d A liceG lad ing

So n d r a O so r io C hr isto pherO tto an d Susan C ecilia Swan Ad ama O ued r ago an d C o umba D io uf Justin Par ran d A yako A kazawa C har lo tte A .Passo t M ikean d N ita Patel D an ielPazan d Ilan a L o ewen stein A n dr ew Pen n ellan d H eid iB jo r n so n -Pen n ell C amillean d B r ian Pen n ix Jo n athan Pick an d A ud r ey B o ur guet To m an d Jo an n ePigo ski O livierPo isso n n ieran d C ar o lineV igery O lga Po tapo va L uigian d Y vo n n ePr o spato EmileQ ir r eh an d H ud a Q ir r eh Stefan an d M ichelleRaczek M ar c an d Elo d ieRamber t San jeevRao an d SwatiJayad evan L akeRaymo n d Ed war d an d C o letteReto ur n ar d Sté phan eRichar d an d N o ëllePlat Z achary Van D o r en an d Flo r en ceRichar d L illian Ried er s Jean -Sebastien Riehlan d M ar ia C hiam M ar k Ro ger san d C ar o lSalvagio n e An d r ew Ro sean d M ir iam G r een N athalieRo ussille To biasRuggeran d KyleW o n g D en iseRyan N ico lasSaint-A r n aud an d Sar ah Sussman Alex an d L ad an Saleh Susan n eSalhab An d r ew an d JillSalzman Jo n athan Sammar tino Juan San chezan d C ecily C hud aco f f Cr istian San testeban C ather ineSan to sd a Silva Sherwo o d an d C iela Sar té Jen n iferSawyerG ar lan d Scho o la C ar sten an d Elisabeth Schr o ed er JesperSchultzan d EstelleKahn L aur en tSco tto D iU ccio an d A liceJo limaitr e Jay Seid en an d D io n n eW o o d s So masun d erSekar an an d A n n eD avies Sepho r a Far zin Shad po uran d Per leD eutsch D avid an d D ebr a Shapir o Ro ber tShar p M itch Shaw an d Kim Pabilo n ia D avid an d Svetlan a Silver man C hr isto pherSimi'03 L awr en ceSimian d Jan etRo ger s B o uchr a Simmo n s M ar k Singer Br ad ley Siu an d Kr istieW o n g-Siu M ar iam Sleiman JamesSmith an d Er ica Riggs Jo n athan an d A my Smith Kevin an d Tina Smith

104 | FRENCH AMERICAN INTERNATIONAL SCHOOL COMMUNIQUÉ 2016-2017

N eilan d G ina Smith Steven an d A liso n Sn yd er N ealSo fman an d A n n a B ullar d -So fman Van ina So lan san d Jean -L uc So lan s PaulSpiegel C hr istian an d D ian eSpir an d elli Jim an d SybilleSpo lyar M ylen eStan zian iFo r tier C amer o n an d M ary Steele Emma M .Stein M ary an d O tto Stein Ellen Ster n M ar tha an d Richar d Sto o key Jo hn Sur n o w an d Elizabeth M o y Ro ber tSver bilo v'00 an d N atalya Vaksman M atthew Swaffin -Smith an d Ting Shen Syn o psys,In c.

H ar o o n Tahiran d L isa Jeli Seth Teich an d D ian a Teich Jo sean d Ed en Tejer o V icen ta To uami L eo n an d Kar en Tr aister To mmasso an d D o r teTr io n f i Jessica Tr ipo li Kwo H wa an d C ar o lTsen g X avierTso uo '8 8 B lakean d A mberTur r en tine L isa an d Fabr iceU r r izalqui M atthew an d G inn y U yesugi N ico van A elstyn an d A lmud en a B er n abeu Fr an cisco Var ela Alexan d erVar shavsky an d Julia L atif i Z eevVax an d M ar cia B an a To n etto Ed gar d o an d Ter esa V illar o sa V isa Alexan d r u an d Elen a V lad Silvia an d A chim Vo er man ek Jean -B aptisteVo lta an d M ar ieVo r ilho n -Vo lta B ashiran d A mina W ad a Ibr ahima an d JulieW agn e JesseW agn eran d D an n y W agn er Ad ilan d L o r iW akil Gr esha W allace A n gieW an g Ko Pen an d Shu L ian W an g M alco lm W ar n ean d C hr isty Far ber M ichaelW attsan d M ary B eth Pud up M isha W eid man an d N ina Taft B ar tan d L yn n W eitzen ber g W illiam W elch an d L aur ieSavill B etty W exler Ad am W ilso n an d Q uyen N guyen M ichaelW o n g an d Kathleen Jian g Dr .Pr esco ttW o o d r uf fan d Dr .L aur a Ko th W o o d r uf f Amelia W yman '92 KelliY o un gso n D ebbieZ achar eas So uhilZ aim an d Sabr ina M ekhalfa Jim an d Sheela Z emlin

institutional gifts FOUNDATIONS

R eceived between July 1,2016an d Jun e30,2017

T han k yo u to thefo llo wing fo un d atio n sfo rtheir sign if ican tsuppo r to fo urstud en tsan d o urpr o gr ams.

The Baker Street Foundation The Tom Merit Hancock Family Fund The Thendara Foundation Jane C. Macelree Family Foundation Bright Funds Foundation

CORPORATIONS, MATCHING GIFTS, AND RETAIL REBATE W ethan k theman y par en ts,par en tso falumn i,an d fr ien d s who to o k ad van tageo ftheiremplo yer s’matching gift pr o gr amsto incr easethevalueo ftheirco n tr ibutio n sto the scho o l. W ealso wan tto than k o urco mmun ity member sfo r br inging co r po r atesuppo r tto thescho o lthr o ugh ad ver tising pur chasesan d r etailr ebatepr o gr ams.

To gether ,theco mpan ieslisted belo w co n tr ibuted o ver $100,000 to o ur A n n ualFun d in the2016-2017 f iscalyear .

ENDOWMENT FUNDS R eceived July 1,2016thro ugh Jun e30,2017

Fren ch A m erican an d In tern atio n alvaluethe gen ero ussuppo rto fo urparen ts,alum n i,an d frien d swho m ad egifts,pled ges,an d pled ge paym en tsin suppo rto fen d o wm en tan d capital pro jectsd urin g the2016-2017 f iscalyear .T hese giftshelp build a betterfuturefo ro urscho o lan d o urstud en ts.

ENDOWMENT FUND R o bertM eean d D an a L e Jo hn C atean d Jean n eM yerso n In hon orofM ar tha Stookey an d thetheater depar tmen tthatsheinspir es.

Adobe Systems Inc. Amazon.com Apple, Inc. Autodesk, Inc. BlackRock Capay Organic Charles Schwab & Co., Inc. Cisco Systems, Inc. Deutsche Bank Americas Foundation Dolby Laboratories eScrip Expedia/Hotwire Inc. Ferry Plaza Wine Merchant Fiddlesticks Gap, Inc. Genentech Gilead Science, Inc Goldman, Sachs & Co. Google Inc. Great Lakes Scrip Center, LLC. Hewlett-Packard Company Intel Corporation Kaiser Permanente

KPMG McKesson Corporation Mentor Graphics Michael Kasolas & Company Morgan Stanley Private Wealth Oracle Corporation Qualcomm Red Hat Salesforce.com Sand Studios Schoola Sony Computer Entertainment Sports Basement, Inc. Symantec Target Visa Wells Fargo Bank Workday Yahoo!

YouTube, LLC Zephyr Real Estate

FRENCH AMERICAN INTERNATIONAL SCHOOL COMMUNIQUÉ 2016-2017 LA LETTRE AUGUST 2017 || 105 105

special events

Soirée des Vins, November 8, 2016

Avery specialthan k yo u to theco m m un ity o fvo lun teerswho d o n ated theirtim ean d talen ts to help furtherthem issio n o fo urscho o l!

SOIRÉE DES VINS Ato astto o ur2016So ir ee d esV ins:a stellareven ing o f f in ewine,go ur metfo o d ,an d co mmun ity celebr atio n .W e ar eso gr atefulto allwho jo ined us,aswellasto theman y wine, beer ,spir itan d r estaur an t ven d o r swho segen er o sity mad etheeven ta success.

CO CHAIRS M ar c D avid D ezzRo pp Tr aciRo pp D ebbieZ achar eas SPECIAL THANKS An n a A vittal Er ic B ecker Ren eB ecker Kathryn B o wsher G uy B ur d ick Aman d a C o pan s Elizabeth d e Kar r iD o n ahue V icto r ia Erville PhilippeG r en ier Elen a H amn er U ma H iguchi Er ica Ko d iyan Ro ber tKo sn ik L or iL ud d ingto n M attM aier M ichaelM cC o r mick Susan M elville Justin M elville

Alisa M o sler D ian eN o vo Aliso n Slo ga M ichaelSteiner W illiam W elch Aud r ey Y ee Julia Z har o va WINES & SPIRITS B an sheeW inery B assN o teSan gr ia B eerSelectio n sfr o m Fer ry Plaza W ineM er chan t C ampar i A mer ica C apicher a W inery C har lesN ealSelectio n s C lase A zulTequila D iamo n d Impo r ts D o maineSelectW ine& Spir its D uckho r n W ineC o mpan y Espr itd eC hampagn eEr n est V ineyar d s,W ineso fPo r tugal Failla W ines Fr eeman W inery G ar ber& C o.

G emsto n ean d Q uill G ho stB lo ck W inery H an so n Vo d ka o fSo n o ma H en d ry W inery H en ry W ineG r o up H o o pesW inery H o ur glassW inery KeplingerW ines Ker mitL yn ch W ineM er chan t Kimber ly Jo n esSelectio n s L ad y Falco n C o f feeC lub L yr a W ine M ar tine’sW ines Par ad igm W inery

Plan etW ine Po seid o n V ineyar d an d O bsid ian Rid ge Scr ibeW inery SilverO ak W inery an d Two mey C ellar s So n o ma C o un ty D istilling C o mpan y So uther n W ines& Spir its So uther n W ines& Spir its Talley V ineyar d s,B r o wn Estate an d C ad e Tequila C lase A zul Ter r a Fir ma W ineC o mpan y/ Ro sen thalW ineM er chan t T ho masFo gar ty W inery & L exingto n W ineC o U n tiV ineyar ds V IA S Impo r ts W aitC ellar s W ineso fPo r tugal W ineW ise W ineW ise Wr ath W ines FOOD VENDORS AbsintheB r asser ie& B ar An d an teC heese B elo tta B lack C at B o ccalo n e D elica Sushi ElPo r teño Fr aicheC ater ing H o g Islan d O yster s L ad y Falco n C o f feeC lub L eM ar ais O xbo w C heese Piper ad e

106 | FRENCH AMERICAN INTERNATIONAL SCHOOL COMMUNIQUÉ 2016-2017

Pr atherRan ch Slan ted D o o r 20th C en tury C afé

LA FÊTE NEW WAVE Families,fr ien d s,an d even fo r merstud en tsstr utted their stuf fatL a FêteN ew W ave, thisyear ’sauctio n -tur n ed -8 0sr o ck-co n cer t!Featur ing r etr o dr inks,lo tso fhair spr ay,an d livemusic by Tainted L o ve,o ur co cktail-stylegala’sr eimagined fo r matwasto n so ffun - the feel-go o d par ty o ftheyear !U n gr an d mer cito allwho mad e thisco mmun ity even ta jo yo us celebr atio n an d a fun d r aising success.

CHAIRS Amy B aghd ad i Kimber ly B r an agh Jo an n a Pulcini-A scaso SPECIAL THANKS Ro n A r bel An n a A vittal L an iB attiste-M cC o r mick Er ic B ecker Ren eB ecker M egan B iesd ecki H eid iB jo r n so n -Pen n ell T ho masB r isebr as G ina C ar gas

La Fête New Wave, April 15, 2017

Abby C ar r ales-M cN er tn ey M ar ta C r amer O zD avis Stephan ed eB o r d SteveEn gelbr echt Sar a Jo hn so n Suzan n eKan e M ar iska Keasber ry JulietKelley L an ceKing Ruth Kr umbhaar H elen L e C assan d r a M cG o ld r ick JamieM cG o ld r ick Alisa M o sler Per n illeO lan d N ad ia So bo leva Jo n V illa Aud r ey Y ee LIVE AUCTION DONORS D avid L o w an d D o minique L ahausso is Kimber ly B r an agh an d L yn Br an agh D en n isan d Sabr ina H iggs Ro ber tM eean d D an a L e T heKind er gar ten C lass PhilippeC o ur to tan d Fr eya Ed uar te Jo an n a Pulcini-A scaso an d Patr ick Ascaso A ar o n L evine UNDERWRITING AND TABLE SPONSORS L eM ar iasB akery H o gan W ine Fr en ch L an guageV illages An n eL aury RealEstate JP an d A n n B alajad ia Kimber ly B r an agh C or r ina Jo n es An dr ea an d D avid Ken n ed y

La Fête New Wave, April 15, 2017

PADDLE RAISE

Jo sh N o ssiter Amiran d Kr istina Razmar a Tex an d Jud ith Schen kkan AliTo r ean d M eghan C ar o zza Jo hn an d So phieW allace

C or r ina Jo n es W illiam an d C hr istineKing $ 25,000 + G eo r gio sKiur tsid isan d Katar ina A n o n ymo us B aker o va M ichaelL eed san d Rebecca Y ee $ 10,000-$ 19,999 D avid an d Patr icia L yn n U p to $ 499 JP an d A n n B alajad ia Alen a M eeker An dr ea an d D avid Ken n ed y A n o n ymo us( 3) PascalM o latan d G en eviève M elind a B ihn an d W illiam W allace Br isebo is $ 5,000-$ 9,999 Peteran d Jessica B r ad shaw O wen an d M elissa M uehlfeld A n o n ymo us A n o n ymo us An d r ew Pen n ellan d H eid i Br ian Fer r allan d L aur iePo sto n Jo hn D allasan d A n n ieL o n gswo r th B jo r n so n -Pen n ell Ashuto sh an d Tif fan y Kulkar ni M atthew D avisan d Kar la EllisAman d a Per r ot Kinkead Reiling an d Er in D avis PhilippePier ian d V ir ginia O ’D o n n ellReiling An d r ed eC astilho an d Kr istine D o n o van Julia Ro wean d Ro n ald Kahn C lar k-d eC astilho C hr isto pherPo ggian d C ecilia N ico van A elstyn an d A lmud en a An d r ew D un baran d Z o ee D elapier r ePo ggi B er n abeu Astr achan PhilippeSan chezan d Sar ah Van C ar ey an d N o ah W intr o ub M ary an d L awr en ceEbr inger D yck C hr isan d Elizabeth Elliso n D avid an d D ebr a Shapir o $ 2,000-$ 4,999 D ean En gle M ichaelL i-M ing an d W en d y To m an d C aitlin B r o wn Jud ith G lickman W on g Jo hn C atean d Jean n eM yer so n PeterH eineckean d Kathryn M i chaelan d A my Z an fagn a M ichaelFinn ey an d G ypsy B o wsher M ichaelZ eisseran d M eghan Acho n g PhilipeIr o la H ar r is Stephan Fo r getan d Flo r en ceSo lal Amy an d So mmerJo hn so n D avid an d B o n n ieSmo lins

$ 500-$ 1,9999 A n o n ymo us( 2) Khald o un an d A my B aghd ad i Jo n athan B elk an d Kimber ly Schmitt C hr isB o n o mo an d Jen N ur se C igd em G en cer Steven H ir sch an d Paik-Swan L o w A.T.an d Sher r iH o we Br un o L arvo lan d W an C hi Asr ielan d C ar mela L evin Cr aig L o bd ellan d Jen n iferTagatz PaulL o ef fleran d M ichaelSullivan D avid L o w an d D o minique L ahausso is M ichaelM alaga Jo n an d L eslieN o r r is

SAVE THE DATE! For French American and International’s biggest party of the year

L a Fête–A n n ual A uctio n Saturd ay M arch 24th,2018 T heR itz-C arlto n ,San Fran cisco 600 Sto ckto n Street

FRENCH AMERICAN INTERNATIONAL SCHOOL COMMUNIQUÉ 2016-2017 | 107

involvement

Thank you for the time, talent, and treasures you share so generously with our school!

A strong, collaborative relationship and culture of generosity helps us accomplish our shared goals and create a positive community experience. To learn more about how you can get involved, please contact our Advancement Office at advancement@frenchamericansf.org or (415) 558-2014.

108 | LA LETTRE AUGUST 2017

International Vision: Connecting Our Community FRENCH AMERICAN INTERNATIONAL SCHOOL | INTERNATIONAL HIGH SCHOOL LYCÉE INTERNATIONAL FRANCO-AMÉRICAIN 150 OAK STREET, SAN FRANCISCO, CA 94102 | 415-558-2000

www.frenchamericansf.org | www.internationalsf.org

LA LETTRE AUGUST 2017 | 109

FRENCH AMERICAN INTERNATIONAL SCHOOL | INTERNATIONAL HIGH SCHOOL LYCÉE INTERNATIONAL FRANCO-AMÉRICAIN 150 OAK STREET, SAN FRANCISCO, CA 94102 | 415-558-2000

www.frenchamericansf.org | www.internationalsf.org