ASPect Fall 2012 by Renée Bélec

MARK’S ASKED & ANSWERED

LIVING OUR MISSION

TEACHING & LEARNING

10 WHOLENESS OF EDUCATION 14 PLAN TO ACTION

AMERICAN SCHOOL OF PARIS Founded 1946

15 ASP GIVES BACK 18 LOWER SCHOOL CONNECTIONS 19 MIDDLE SCHOOL CONNECTIONS 20 UPPER SCHOOL CONNECTIONS 21 ALUMNI CONNECTIONS

Fall 2012

Natasha Gordon, IB Art Student

American School of Paris Newsletter

Mark’s Asked & Answered Can you give a brief overview of the project milestones so far? MEU: The American School of Paris is at an exciting and important place in our history. On December 14, 2012, we became proud owners of the campus property we have occupied since 1967. In anticipation of the land purchase, we have been working for the past year on developing ideas on how to ensure our facilities better support student learning at ASP. With this in mind, a representative group of teachers, parents, trustees, administrators and students worked with an architect firm to develop a comprehensive campus development program brief that would guide the design of our future campus. The brief details a set of educational criteria to guide design concepts and priorities deemed to best meet the intent of our strategic plan and the evolving educational needs of our school. The brief also incorporates the flexibility to accommodate future growth and a basis for intelligent phasing and financial management. We are very conscious of developing our campus facilities while not compromising our teaching and learning. Last spring, four architect firms were identified and invited to submit their design concepts based on the campus development program brief. An external economist and project management firm reviewed the concepts and verified their technical and financial viability. In October, the design competition jury, made up of 30+ representatives from school constituencies, assisted by City of Saint-Cloud leaders and architectural consultants, reviewed all concepts and recommended a lead architect to our Board of Trustees. On Wednesday, November 14, our Board of Trustees approved the BDP architectural firm (www.bdp.com) as our international architect. The imperative within our campus development project is to ensure instruction informs construction. We must recognize that teaching and learning excellence is born from teacher performance, the curriculum and the context for learning – known as the “third teacher” – the quality of our teaching facilities.

Can you tell us more about the design competition?

MEU: Our goal is to construct or renovate every square meter of our campus. The purpose of the design competition was for us to look at various design possibilities and then choose a lead architect for the campus development project. Specific criteria from the educational specifications brief were used to cover all aspects of school life at ASP: Lower School, Middle School, Upper School, visual and performing arts, libraries, Extension Program, professional learning center and athletic facilities. We must have flexible meeting spaces for learning and community gatherings. We need top-flight health and food services and ensure technology is integrated throughout our campus.

ASP is making significant progress in the campus development project.

Finally, it is very important to us that our overall design advocate for: • Creative use of space • Effective design for teaching and learning • Sustainable construction and green practices to create a highly inviting and adaptable set of facilities.

What do you mean by adaptable facilities? It is critically important that our design feature the ability to easily move walls as well as furniture to be fully adaptable to educational needs that are constantly evolving. Consider for example how we have elevated the use of technology to learn smarter compared to just five years ago or the importance of mobile technology for learners as young as early childhood. Our facilities need to be fully adaptable to the program and demographic changes that are inevitable. It’s the best way to protect our investment too. The future of learning requires flexibility and adaptability.

What are the next steps? MEU: Now that an international architect firm has been chosen, the next step is to develop the ASP campus design concept and work with various school constituents to complete final drawings – and this step could take another year or so. We must then submit a step-by-step process to receive a building permit from the city of Saint Cloud. Subsequently, we will begin the interview and selection process for a contractor for the entire project. With all plans, approvals and crews securely in place, we will be ready to begin phase one of campus construction and renovation around September 2015.

How do we ensure that teaching and learning is not affected during construction/renovation? MEU: A key criterion that was given to the architects was to ensure they conceive a phased implementation approach to minimize disruption to the daily life of the school. Of course, in good conscience, I cannot say that students and teachers would be completely oblivious to building activities throughout the project, but we are requiring in the final design that any disruption be kept to a strict minimum. The phasing is very important but so is the idea of hiring one contractor to build the entire project, rather than dividing it into small pieces where the contractors are coming and going. This would not only add more interruptions but also more cost and complexities. We believe implementing several continuous phases in the construction and renovation process and using a sole contractor will result in a more efficient management of the entire project.

What guiding principles were used in the programming? I referred to the notion of the “Third Teacher” where the quality of our facilities can be viewed as an instructional partner. In addition to our teachers and other adults in your child’s life, there is, of course, our written curriculum, yet there is also the context of how our classroom facilities and other spaces are in service to student learning. In this respect, in the design, we follow guiding principles such as: • Ensuring there is enough space in any given classroom for collaborative learning opportunities • Ensuring classrooms are designed according to developmental and instructional needs of the students • Facilitating learning in multiple surroundings - inside and outside the classroom • Enabling collaborative work across disciplines - such as the idea of a centralized Fine and Performing Arts center, one of the hallmarks of our school. • Supporting foreign language learning with a suite of classrooms that offer a full range of learning opportunities.

ASP by the Numbers

• Leading by example - environmental stewardship is critical to our design; we need to model sustainable green practices for our young people. Critical to learning is creating an environment where kids enjoy themselves and thrive. Our design needs to adapt to a growing population of students while preserving class sizes and our highly personalized teaching atmosphere, now and into the future.

number of new flowers or plants put in around campus

260

number of baguettes consumed weekly in our school cafeterias

Campus Design Imperatives • Accurately portray the dynamism of the ASP teaching and learning model • ASP-defined 21st century teaching and learning • Flexible, adaptable, collaborative learning • “Inside-outside” learning spaces • Support community-building with/across LS, MS, US

248

number of ASP families that reside in the 20 arrondissements of Paris

• Creation of the “iconic heart of the school”

• Highlighting of language learning • Libraries at the “heart” of the school • Use of natural light

263

• In-depth analysis of construction phases

308

number of bus stops our fleet makes daily through the region

number of ASP families that reside in the Paris suburbs or beyond

• Ease of access to community spaces • Safe traffic access and drop-off points

number of nationalities represented in our community of ASP families

• Age-appropriate classroom orientation

• Ability to evolve to new circumstances

3000

number of performances planned in 2012-2013 in the Performing Arts Center

310

number of students involved in athletic activities this fall

number of activities offered by the new Extension After-School Activities program

finish position of the ASP cycling group at the 24 Hours of Le Mans in the 8 person mixed division 2

Living Our Mission

At ASP our mission is truly our driving force, and we want to constantly ensure that our actions remain in line with our beliefs. Last year, members of the community came together to develop a mission statement that is a true reflection of the goals and direction of our school. With this in mind, each individual word in the mission statement was carefully considered and evaluated. As a result, we now have a mission we can confidently stand behind.

“Family-Oriented Community.” This phrase remains at the heart of our mission at ASP, and intersects all aspects of what we do. The importance of this tenant is exemplified in the numerous programs and activities that take place on campus and beyond specifically designed to address the needs of our students and their families. The unique nature of ASP warrants special attention to the needs of the family. Located in the iconic city of Paris, we enjoy the benefits of a dynamic international community that combines many different cultures and nationalities. As such, we welcome into our community each school year about one third of our student body, along with their families. Many families are not only new to ASP, but also new to Paris and to France. For some, it is their first experience living outside their home country. Therefore, it is imperative we provide opportunities for families to transition from their previous school to ASP, assist in their relocation and adjustment to living in Paris, and provide a place where the whole family can feel connected and welcome. Among the numerous events, organizations, and volunteer posts that cultivate our family-oriented community, perhaps most significant are the Parent Welcome Events organized at the start of each school year as a collaboration between our school and the Parent Faculty Association (PFA). The Parent Welcome Events encompass Orientation Day, Community Connections Fair, PFA Welcome Meeting and, the highly appreciated, Living Skills Seminars. Theresa Schott, PFA President explains, “Our number one priority is welcoming new families to our community. We work closely with Admissions, Advancement, Communications and all the school divisions to ensure that we put our best foot forward and make a great first impression for our new families those first few weeks of the school year.” Orientation Day is truly a “sea of red” with over 50 volunteers wearing the ubiquitous red PFA T-shirts. The PFA supports the Admissions, Communications, and Advancement

Therefore, it is imperative we provide opportunities for families to transition from their previous school to ASP, assist in their relocation and adjustment to living in Paris, and provide a place where the whole family can feel connected and welcome.

Departments by coordinating parent volunteers for Orientation Day – headed this year by volunteer parent, Michele Biggins. Orientation Day provides new families with the information they need to start the school year, and opportunities to learn about extra-curricular activities available at school including arts, athletics and clubs. New students tour the campus and classrooms to familiarize themselves before classes begin. Parents make connections with other families in their neighborhood. The afternoon culminates in an all-school picnic and BBQ where students interact with other new and returning students, and parents can mingle and get their bearings relaxing on the outdoor terrace.

Our Mission The American School of Paris is a vibrant, international, family-oriented community. Our mission is to inspire and prepare every student to achieve personal and academic excellence as an engaged global citizen by providing a challenging, innovative program within a compassionate environment. 3

Living Our Mission Continued

I think that by taking the time to support new families, they will, in turn, support future PFA programs because they appreciate how they were welcomed. We all remember how it feels to be new,” — Michele Biggins

“I think the day was a huge success. We had the most volunteers ever come to help welcome the new families. I think that by taking the time to support new families, they will, in turn, support future PFA programs because they appreciate how they were welcomed. We all remember how it feels to be new,” says Michele. At the Community Connections Fair, English-speaking service providers, vendors, clubs and organizations set up booths in the main gym with the intention of providing easy access to information pertinent to both newcomers and expatriates upon relocation and beyond. French tutors, local youth and adult sports, service and leisure organizations, religious affiliations, English-speaking hair stylists, bankers, and medical professionals are just some of the participants in this one-stop family informational event. “The Living Skills Seminars are our signature service event,” claims Theresa. The three half-day sessions cover a range of topics of particular interest to families moving to the Paris area from abroad. They include a session on shopping; for example how to identify similar products that you might find in an American supermarket. Navigating the French medical system and tips for how to address health issues of concern to the family while in France is the topic for the second session. The final session deals with transportation – the availability of public transport and an overview of driving in France. This last session is followed by a lunch, hosted by the PFA, that seeks to introduce families living in the same neighborhoods.

The PFA Welcome Meeting is the final event on the agenda. It is yet another opportunity for parents to connect with the school, the PFA, other parents and faculty so they have a better understanding of what to expect in the upcoming year at school, in the PFA, and in the greater ASP community. Theresa summarizes the PFA’s approach to the Parent Welcome Events, “Our primary goal is to welcome new families and provide the opportunities and information needed to set the whole family up for success at ASP and in their new home. It is our pleasure to roll out the red carpet. Or rather – the red shirts!”

“Our primary goal is to welcome new families and provide the opportunities and information needed to set the whole family up for success at ASP and in their new home. It is our pleasure to roll out the red carpet. Or rather – the red shirts!” — Thereas Schott

ASP Voices Fay Hutchinson 7th Grade Science & Joseph Scanlon 8th Grade Science

What is the most important goal you hope to achieve by the end of the school year?

“We’d like our students to begin to look at the world with the inquiring mind of a scientist, and to make connections with what they learn in science class to the real world.”

Kelly Grade 9

Bill Grade 12

Abby Grade 4

“To improve in all my classes – especially French.”

“I hope to continue my development as an academic and, more importantly, as a man.”

“Reading and science are most important to me – because I want to be a veterinarian.”

Mark E. Ulfers Head of School “To continue reaching high to achieve our highest aspirations for teaching and learning.” Tatyana Grade 9

Jana Grade 4

Federica Grade 12

“To do well in Spanish, French and especially Math.”

“I want to get better at writing.”

“I’d like to survive the International Baccalaureate and get into a good university.”

Sherri Rouiller – LS Teacher Librarian & Christine Luguet – Circulation Librarian

Nathan Grade 5

Khutsang Grade 7

Sevin Grade 8

“I’d like to try to be extra smart in all my subjects – so I can be ready for sixth grade.”

“Personally, I hope to improve my math skills. I also want to be more independent and be my own person.”

“I hope to communicate better with others, and to work hard at my studies.”

“Sherri Rouiller - LS Teacher Librarian & Christine Luguet - Circulation Librarian

Teaching & Learning is at the heart of what we do ASP. We continually examine how we drive our curriculum initiatives across the disciplines of study and throughout the divisions to achieve the objectives of our mission statement.

Teaching & Learning

In this issue, we look at some of the ways we are “Putting Science into Action” in the teaching and learning that happens inside and outside our classrooms.

Physics: An Essential First Step The Upper School Science faculty has begun to implement a new and innovative curriculum initiative that has re-engineered our approach to the teaching of Physical Sciences and Life Sciences. Highlighted in the Spring 2012 issue of The ASPect, this “Physics First” approach is based on a curriculum originally designed by M.I.T. professors. By placing the study of the Physical Sciences first in the order of how science subjects will be studied, students can gain an understanding of the fundamental forces of science. As physics teaches how science works, its study provides a foundation for understanding the building blocks of basic scientific concepts. This, in turn, gives students a leadin to better comprehension of the principles of Chemistry and Biology.

“In a traditional physics lesson, the teacher tells the students what to expect, or sets up the lab for them to observe. We prefer to set up the lab as a challenge — so the students can take measurements and discover outcomes for themselves.” “A lot of consideration was vested in the implementation of the concepts of this curriculum to accommodate the needs of our students – especially for the large numbers who choose advanced IB/AP paths of study. The new curriculum allows our students to be exposed to Physics, Chemistry and Biology before selecting an IB or AP course of study, ” explains Mr. Kevin McLean, US Science Teacher. As an example of how we are putting our curriculum initiative into action, first year science students throughout the Upper School are being introduced to some new and exciting lab equipment that is designed to stimulate students into discovery of the physics of motion.

“We are very grateful for the generous grant from the Excellence Fund,” expresses Ms. Cristin Colbert, Upper School Science Teacher, “It has allowed us to purchase cutting-edge equipment that uses light technology to measure movement of objects with time. What sets it apart, is the nature and quantity of the equipment, allowing each student an opportunity for tactile participation, not just observation.” Both Ms. Colbert and Mr. McLean point to the importance of quantitative, or measurable, inquiry being imperative in the study of physical science, further supporting the value of physics as a jumping-off point for Upper School science. “In a traditional Physics lesson, the teacher tells the students what to expect, or sets up the lab for them to observe. We prefer to set up the lab as a challenge – so the students can take measurements and discover outcomes for themselves. Using this equipment is just one of the ways we are incorporating a tangible approach to learning Physics.” summarizes Mr. McLean.

The Science of the Olympic Games The International Baccalaureate (IB) Diploma requires a demanding two-year curriculum leading to a qualification that is recognized and highly regarded by colleges and universities worldwide. The American School of Paris is proud to be one of the 3462 Authorized IB World Schools in 143 counties. Thousands of students are honored with an IB Diploma in one of the six disciplines called “Groups”.

This rigorous exercise involves the development of an experiment or project, based on a common theme, incorporating the work of students across all disciplines. The timely theme this year, chosen by students and faculty, was “The Olympic Games” in it’s many shapes and forms. In September, our IB Group IV (Experimental Sciences) students embarked upon the completion of their compulsory Interdisciplinary Research Process which encourages students to appreciate the environmental, social and ethical implications of science. This rigorous exercise involves the development of an experiment or project, based on a common theme, incorporating the work of students across all disciplines. The timely theme this year, chosen by students and faculty, was “The Olympic Games” in it’s many shapes and forms.

“Egg”citing Science Ms. Lindsey Rutherford, a welcome addition to our Lower School teaching faculty, brought an innovative exercise to our fourth grade classrooms aimed at introducing students to the scientific method and establishing a foundation of critical thinking. This lesson encompassed a hook for our young scientists – the thrill of dropping eggs from a height! Groups of students combined from Ms. Rutherford’s and Mr. Jack’s classes were organized into teams. Each team was given an array of household products from which they were tasked to create a design that would protect a raw egg from breaking when dropped from different heights. After questioning and formulating a hypothesis, the students constructed their “egg vessel” and set out to experiment and observe. With the help of their teachers and Margaret Coleman, Lower School Director, the teams tested their hypotheses by dropping their eggs from various heights on campus and measuring the sometimes calamitous results. In Ms. Rutherford’s words, “The great thing about this exercise is that it’s hands-on and the students are actively involved in the learning process. I am especially impressed by the students’ innovation. In the five years I’ve been conducting this lesson with my classes, no two designs have ever been the same.” 7

Early on a Saturday morning, the group set out to mobilize their initiative. Through their projects and experiments, students were able to examine how many of the concepts they have learned can be considered and quantitatively measured within the context of the Olympic Games. Each collaborative and research-based investigation seeks to discover the answers to the students’ questions using scientific inquiry. What is the effect of an athlete’s height and weight combined with technique on his or her ability to clear the bar in the high jump? In what ways does an athlete’s diet affect his or her performance? Does a long or short arm stroke produce the fastest speed for the wheelchair of a Paralympics athlete? As the final step in this process, the students are required to measure the data and present their report summarizing the project and discuss their conclusions. The overall purpose of the Group IV Project, as far as IB is concerned, is to evaluate the students’ personal skills: self-motivation and perseverance, ability to work in a team, and self reflection. It is the sole project, in Group IV, in which those skills are evaluated in an official capacity. Throughout the process, the students gain a greater understanding of how science disciplines are interrelated, especially when interpreting their effects on “real world” situations. Students also gain an appreciation of the environmental, social and ethical implications of science in our world today.

Teaching & Learning: Continued

Our Graduates by the Numbers

40%

48%

of the class admitted to most competitive US institutions (admitting fewer than 1/3 of all applicants)

of Top 25* US Universities accepted an ASP graduate in 2012 *according to US News and World Report college rankings

39%

226

percent of Class of 2012 seniors who took the IB Diploma

number of AP exams taken in 2012 by ASP students

90%

percent of students who received admissions to top three university choices

5.51

ASP 2012 average IB score (vs 4.76 worldwide)

total number of 4’s and 5’s scored on AP exams 2012

47%

percent of IB Diploma candidates who received a bilingual diploma

24%

of students admitted to science, technology or engineering programs

143

100%

246%

percent increase in AP exams taken by ASP students over the last two years

Class of 2012 pass rate for IB Diploma exams

21%

percent of IB Diploma students who scored 40 or higher 8

New Faces

ASP teachers are the foundation of both academic excellence and the student experience. They inspire, challenge and give students the tools to succeed. This year, we are pleased to welcome 13 new educators to ASP. Their wide range of skills and practices are a great addition to our teaching staff.

Kathryn Brozek-Streit US Science University of Wisconsin, USA BS Chemistry, PhD Biochemistry. Has 3 years’ teaching experience at St Agnes Academy, Houston TX.

Joshua McCall US Math Eastern Michigan University, USA. Has 11 years’ teaching experience in Alexandria, VA, USA, The American School of Japan, Tokyo and Patch American, Stuttgart, Germany.

Linda Langdon US Math University of Illinois, Chicago, USA, Tufts University, Massachusetts, USA Has 25 years’ teaching experience in Chicago, Boston and Acton, MA.

Amanda Crocker US English IB Lindsey Rutherford, LS Grade 4

BA English Literature, Amherst College, MA, USA; Master’s Degree in English Education, Stanford University, CA, USA. She and her husband, Adam Klempa, helped build the Leadership Public School in Hayward, CA, and taught at The American College of Sofia, in Bulgaria.

James Madison University, Harrisonburg, VA, USA; BS and Masters in Teaching.

Has four years’ experience teaching in 4th Grade as well as in the Gifted & Talented program, Frederick Co. Public Schools,

Winchester, VA, USA.

Yariv Cohen MS Math

Alice Schuett Fine Arts BA Pepperdine University, Malibu, CA, USA. Teaching Certification University of Houston, TX USA. Masters in Fine Arts from U of Colorado, Boulder, Colorado, USA.

MA in TESOL Monterey Institute of International Studies, a graduate school of Middlebury College, Monterey, CA, USA. Served as teacher trainer and teacher in EAL (English as an additional language) Pre-K – university. Worked at schools and universities in Japan, Mexico, Czech

Republic and Vietnam.

Sébastien Millette MS Math

Seton Hall University, NJ, USA; Masters in Education Mercy College, NY USA. Taught at The Young Women’s Leadership School in New York City.

Troy Titterington US/MS EAL

BSc. Math, McGill University, Montreal Canada. B.Ed. Math & Comp. Science, University of Toronto, Canada, M.Sc. Mathématiques Appliquées, Université de Montréal, Canada. Has taught for about 9 years at Université de Montréal, Canada, American International School in Cairo, Egypt, and International School of Manila,

Philippines.

Adam Klempa US Humanities BA in History, San Francisco State University, CA, USA. Taught at Berkeley High School in Berkeley, California; founded a charter school in Leadership Public Schools in Hayward, CA, USA; and taught at the American College of Sofia, Sofia,

Bulgaria

Has 22 years experience teaching in Texas,

Colorado, Belgium and France.

Filipa Pavic

Hon. BA and M.Ed at University of Toronto, Canada. Taught in Poland, Switzerland, Japan, Canada, Egypt, and her last post at the

International School of Manila, Philippines. 9

Gina Keefer LS Counselor BA in English/French Comparative Literature, University of San Francisco, USA; MA English, San Francisco State University; MA Psychology/International Counseling, Lehigh University, PA, USA; Currently pursuing PhD in Counseling Psychology from the University of Missouri, Columbia, USA. Spent the last 4 years in U.N.

International School, Hanoi, Vietnam.

Richard Engelmann US Humanities BA and MA from Arizona State University, USA. Taught at Chandler High School in Chandler, AZ, USA. Spent the past 4 years producing videos for non-profits, primarily in South America.

Wholeness of Education

Heard in the Halls – World Music Drumbeats Matthew Hall, Director of Instrumental Music for all divisions, becomes animated when asked about the recent acquisition of West African djembe (pronounced jem-BAY) he has added to the collection of world music instruments used for instruction and performance at ASP. “Last year I was able to obtain some Brazilian samba instruments and I was looking to broaden our world music inventory even further this year. I find them to be great tools in exposing our students to a broad range of cultures, beyond the core instruments found in bands and orchestras influenced by western music.” “Drums, including the djembe”, he adds, “are a very accessible way to introduce students to musical instruction, because they are easy to play the very first time. People from any background can get involved and immediately share in the experience of performing.” Professional educator and percussion workshop presenter, Ayo Nelson-Homiah, originally from The Gambia, West Africa, brought with him a large collection of djembe to campus for a workshop he conducted with Upper School students. (see Upper School Connections, page 20) Through Ayo, Matthew was able

to acquire a number of drums, hand-crafted in West Africa from local materials. Constructed by traditional methods into varying shapes, sizes and tones, the drums are well suited for use across the school divisions For Lower School, the lighter weight drums are easy to pick up and play. They can be used for lessons in general music, rhythm, and movement. The djembe will feature heavily in the Percussion courses offered in Middle School. In addition, Middle and Upper School ensembles will play world music pieces that incorporate their use, and may feature them in non-traditional ways in concerts and performances. “There is a whole raft of evidence that suggests how important active music instruction is to the development of the brain. In addition, there is a body of research which indicates being physically involved in the making of music is beneficial to our overall health and well-being,” recognizes Matthew. “With the addition of the djembe, we will give our students yet another opportunity for hands-on learning and a broader cultural experience here at ASP.”

Team ASP Laps Competitors at 24 Hour of Le Mans! A team of eight parents and faculty, representing The American School of Paris, took on the grueling, 24 Hours of Le Mans cycling race this past August. Like the auto race of the same name, teams of cyclists from all over the world compete on the auto racetrack, changing cyclists in the auto pits, vying to complete the most laps in a 24 hour time period. Having completed a full 24 laps more than the next closest team by the end of the race, Team ASP proudly took home the “mixed division” trophy. “Félicitations” to faculty members, Lil Pfluke, Johan Semaan, Paul Albright, and Andrea Champredonde and ASP parents, Peter-Paul Vester, Mariane Smits, Jeremy Schwab and Dave Bell on their impressive win.

Adult cyclists from the ASP community interested in learning more about cycling or in joining the informal cycling group at ASP are welcome to contact Peter-Paul Vester, info@vesterphotography.com Lil Pfluke, lpfluke@asparis.fr

After-School Activities Program – il est nouveau et il a grandi! Our new After-School Activities Program addresses the dual need for students to have enjoyable, organized after-school activities and meaningful opportunities that incorporate French language usage into students’ daily lives. Under the direction of our Extension Program Director, Laurence Feniou, the after-school program at ASP has been both expanded and truly enhanced. “We’ve had a record number of students register for the offerings this fall, with many new choices for students in grades three to five including Art Club, Mixed Martial Arts, Creative Dance, Fun PE Games, Language Exchange Club, Yoga, Aikido and Fun in French. Middle School students may choose from Hip-Hop Dance, Aikido, Poetry Slam, Fun in French, and Cricket,” advises Laurence. By design, each program will incorporate French language into the instruction and activities as a way to reinforce classroom instruction, and to allow participants to practice their listening and speaking.

“It’s easy for people to pick up some basic French words and phrases when they are engaged in a fun activity. It’s more meaningful in a real-life situation.” — Laurence Feniou Inspiration for the bilingual approach was due in part to a language audit conducted at ASP last year. The auditors’ findings suggested, “Language learning is enhanced when it is integrated with the learning of meaningful and challenging nonlinguistic content, and when learners are motivated to learn the language for authentic communication purposes.”

“It’s easy for people to pick up some basic French words and phrases when they are engaged in a fun activity,” explains Laurence. “It’s more meaningful in a real-life situation.” She adds, “Parents, and indeed the students themselves, have indicated that they would really like to have more exposure to French at ASP outside of class and in differing contexts as well. This program is our way to try to address that. I want to note, it is not strictly language immersion, rather inclusion, as we want our children to feel at ease about joining in.” We have exciting new offerings for the next term, beginning in January. These include:

• Jazzercise • Spanish • Singing Club - Song from around the world • Cooking in French • Chinese for Beginners • Aerobics • Martial Arts - Kick-boxing • Hip Hop Dance

Your comments or ideas are very welcome. Please email your suggestions to Laurence Feniou at lfeniou@asparis.fr.

s on:

Wholeness of Education: Continued

Kids Club – Helping Faculty & Staff Parents Focus on the Job While their parents prepared for the start of the school year, English and French speaking children of faculty and staff were laughing, playing and enjoying activities together in the Kids Club that ran for two weeks at the end of the summer vacation. “There are times when faculty and staff are required to be on campus, even though classes are not in session. In addition, there are children of faculty enrolled in the French school system, whose calendar is different to ours,” explains Laurence Feniou, Extension Program Director. “The Kids Club was created in order to help ASP faculty and staff parents organize care for their school-age children in an entertaining and engaging environment.” The start of the school year is especially challenging for new faculty parents, as they are often recently relocated and have not yet established a support network.

“Thank you so very much for offering the wonderful Kid’s Club for faculty before school started. Our daughters Ella and Sylvie absolutely loved attending. What an amazing way for them to be introduced to ASP! We very much appreciated being able to concentrate on our new positions knowing that our daughters were being so well looked after.” — Gina Keefer, LS Counselor

“A quick note to say “merci” to you and your team for all their efforts in the “Kids’ Club”. My boys really enjoyed it and it certainly made organizing our work schedules much easier.” — Hillary Garnier, Advancement Specialist Qualified teachers organized the days’ activities that included sports, “Zumba” dance, cooking and outdoor fun, aided by a number of older upper school aged children of faculty serving as counselors. “It’s a great way for these young people to connect and share, and it is interesting that both English and French were spoken among the children throughout the days. For some children, the club helps ease the transition from summer to school term, and for others it is an introduction to their new home, school, and new friends,” adds Laurence. “We received numerous responses from faculty and staff who were grateful for the Kids Club, both for their peace of mind as well as for their children’s positive experiences,” remarked Laurence. “In addition, the service is provided free of charge. It’s an example of the way the ASP community really supports each other.” The Kids Club will be available throughout the 2012-2013 school year: during professional development days, teacher conference days, and some holidays that might present a conflict with the calendar for faculty and staff.

“For Jonathan, it has been a great time and he has enjoyed it immensely. Being with other kids and being able to do fun things like making frisbees and cooking, as well as team sports and the movies has meant he has come home each day fully satisfied and happy to be back ‘at school’. For Larry and me, it has quite simply been a godsend and a huge relief to be able to focus on school knowing that Jonathan is well catered for. Thank you!” — Kirsten & Larry Love, MS & US Music and Director of IT

Han Hoegen & Cathy McLaury Discuss the Athletics and P.E. at ASP We caught up recently with Han Hoegen, Athletics Director and Cathy McLaury, Athletics Assistant to ask about the challenges and rewards of conducting a Physical Education and Athletics program in the dynamic international environment at ASP, and current initiatives for the 2012-2013 school year.

How is the Athletics program in an international school such as ASP unique in the experience for students? Han: Conventional high schools are typically able to build on their competitive athletics programs over a period of time, and while that is difficult in a school such as ASP that sees turnover of about a third of its students each year, I can attest there are more pros than cons for our students at all levels. For example, we are very lucky to have some talented athletes that participate in their sport at very high levels of competition in the U.S. and around the world. When they join the team at ASP, all the students are able to learn from the experience these talented athletes bring to the team. Also, because of the regular influx and departure of athletes of varying expertise, many students are able to participate in a sport at ASP at the JV or Varsity level that they could not have in a regular high school in the U.S.. They benefit by actually joining the team, not just cheering from the stands. Cathy: And uniquely rewarding to athletes that participate in organized international competitions like ours, it is not unusual for rivals to become teammates at some point in their school career. Han: In the end, I think the most important benefit our athletes receive in our program is a clear concept of teamwork. When you have to pull together a team every season with some new and some re-joining athletes, they learn quickly that working together and supporting each other is the fastest way to success.

What are you excited about in your department in the year ahead? Han: We have a lot on our plate this year! In November we will be hosting the Boys Varsity Volleyball ISST competition with teams from England, Israel, Germany, Belgium, Egypt and France. Cathy: I’d like to add how special the ASP community is to us, especially our Sports Boosters parent organization, in mounting this four-day event.

Han: Agreed. In addition to our Sports Boosters, we participate in and very much welcome the new “Spirit Committee”. Comprised of students, parents and faculty, we try to organize community support through the Upper, Middle and Lower schools for athletic competitions and other cultural and academic events on campus. As for Physical Education, we are very excited to roll out a new elective for Upper School that concerns “Fitness for Life”. Students can learn how to manage their fitness levels as a part of maintaining a healthy lifestyle that they can continue with, hopefully, for the rest of their lives. The curriculum supports our focus on health and wellness education aimed at all our students. With the help of a grant from the Excellence Fund, we initiated the use of heart monitors in our Middle School P.E. classes. The monitors offer an opportunity to measure cardio fitness levels, set goals for training, and gauge progress. The data collected may be downloaded and analyzed in a number of ways. We intend to use them in the “Fitness for Life” elective and in athlete training. At the start of the year, Lower, Middle and Upper School P.E. is focused on measuring and attaining the Presidents Challenge for Physical Fitness. Cathy: Our after-school and weekend sports programs for Lower School are well attended and set for another successful year. The Middle School sports program offers co-ed soccer, volleyball and cross country in the fall, basketball in winter and softball, track & field and soccer in spring. Eighth grade students are welcome to try out for JV teams too. Han: Lastly, it’s not new, but I cannot say enough about the commitment of our teachers and coaches to the advancement of our young people through Athletics and P.E. We know we have an important role to play in their transitions and development at ASP and in the future.

It’s not enough to have a plan…we have to put that plan into action. Each issue of the ASPect brings you highlights from the progress that’s been made in specific areas of the school’s Continuous Improvement Plan. This is where you can follow the evolution of ASP – from plan to action.

Plan to Action

This Year’s Action Steps The strategic plan has been reformatted this year to reflect progress from 2011-2012 and to account for critical next steps in year two of implementation. This being our accreditation year, we must ensure the accreditation process that builds off our strategic plan to continue the essential work we began last school year. We are seeking to characterize this year’s implementation work into four major themes:

In this issue, you can read all about the latest advances in our campus development project in Mark’s Asked & Answered column on page 1. Take a look at our updated Strategic Plan at www.asparis.org/page.cfm?p=1557

1. Curriculum Development 2. Foreign Language Curriculum Development 3. Technology for Learning 4. Campus Development

Continuous Improvement Plan 2012-2013

Ongoing Curriculum Development • Using the Understanding By Design Format • Documenting with the Curriculum Database

Ongoing Foreign Language Curriculum Development • Shared Philosophy

• Personalizing Instruction

• Curriculum and Teaching Practices

• Global Citizenship-Leadership-Extended Day Programs

• Additional Languages and Online Learning

CIS/MSA ACCREDITATION Campus Development Technology for Learning • New Technology Learning Center for Faculty and Staff • One-to-One Laptop Program in the MS • Online Learning Curriculum Protocols

• Campus Design Competition, Name Architect, to Final Drawings with Community INPUT • Ongoing Community-Building Activities to Advance the School • Capital Campaign Fundraising for Campus Development

ASP Gives Back

News from ASP’s Advancement Office

Volunteering – Giving – Celebrating

Whether you’re in Paris for one year or many, ASP’s Advancement Office is here to help you be an active community member for life. Stop by to see us (next to Admissions) at any time!

Volunteering

Giving

Thank you to all of our Parent Welcome Party hosts! From tacos and tequila to tipping champagne with an Eiffel tower view, your Parent Welcome Parties were fun evenings for new and returning parents alike. On behalf of everyone at ASP, thank you for your hospitality!

November is the month to fill our fund!

Special thanks to the: Amselems

Giovannini/Hamels

Bélec/Boutins

Onuschecks

Berrys

Sorensons

Cunninghams

Sterlings

Cardens

Way/Pitonaks

Delgados

Zeldins

Students using heart rate monitors in PE class

The ASP Excellence Fund embodies the ASP spirit – it promotes entrepreneurship, creativity, and innovation in the classroom. When a teacher, student or parent wants to bring an idea to life, the Excellence Fund can provide immediate funding to enhance teaching and learning throughout the year. Our ASP Excellence Fund supports: * Innovative educational programming * Learning technology

* Professional learning for teachers and staff We need everyone’s support to “fill the fund” for the 201213 school year! We strive to increase participation each year, so your contribution – whether it’s €100 or €1,000 – is important to ASP.

Partial funding for Civics in Action trip to New York City, Philadelphia and Washington D.C. to learn about democracy and civic duty

Celebrating — Mark your calendars! February 2, 2013

April 13, 2013

This all-community cocktail sponsored by the Board of Trustees promises to be a spectacular evening in a beautiful setting, the Palais de la decouverte.

An evening of elegant dinner and dancing is in store on April 13, 2013.

Bonne Année Soirée

Belle Époque Gala

Gala Co-Chairs Tania Ayoub and Kristen Burd welcome you to join us for a celebration to benefit ASP at this year’s Belle époque Gala.

ASP Gives Back: Continued

The Kalahari Experience – Lessons in Global Citizenship This past summer, a group of ASP community members including 17 Upper School students, faculty members Tim and Melissa Trainor, Sonata Sardinha, David Lynn, alumni member Gabriela Plump, and Mark Ulfers, traveled to South Africa to participate in the Kalahari Educational Experience. Their mission is to work in collaboration with the people in the Moshaweng Valley of South Africa to increase local high school matriculation as well as develop the character of ASP participants to grow into socially responsible global citizens. The Moshaweng Valley, an isolated area in the Kalahari Desert, is one of the poorest areas in South Africa, and its ten villages, accessible via unpaved roads, are home to approximately 30,000 people.

The following is excerpted from the students’ diary entries: Day 1: “Today we begin our journey into the desert to teach in Ganap. Our young students were eager to start the day, full of excitement as the morning assembly started. The range of ages, as well as the students’ range of abilities challenged our team as we attempted to alter our lesson plans to meet their needs. It was exciting for some of the ASP students here a second time to see the Ganap students remembered their names, songs and lessons from last year. We are so excited to continue our work with these kids!” — Pauline Kress & Hannah Nowicki Day 3: “The students are opening up to us and are showing more enthusiasm to learn English. Watching them make new discoveries and learn from their mistakes is extremely rewarding. We are surprised to find that despite our cultural differences, we share many of the same interests. People are people and neither location nor language changes that.” — David Powell & Anna McCluskey

The austere village of Ganap, was the focus of the ASP group’s 18 day service project. By day, ASP students traveled two hours from their base in Kuruman to provide instruction in English to the young students at the Ganap school. They also assisted with building projects and maintenance at the school. In the evening, the students and chaperones re-grouped to plan lessons and share the days’ experiences.

Day 4: “Today we woke up groggy and exhausted, but as soon as we joined Hannah and Tess singing with the students at morning assembly, we felt re-energized. The days, though tiring, are successful and the bonds between students and teachers have really grown. We had dinner tonight at the Moffat Mission with the other school groups participating in service projects. The chair of the board gave a presentation that gave us some background about the people we are helping. After dinner, a thirty-eight year old mother of two children spoke to us about her twelve-year battle with HIV/AIDS. Words cannot explain the emotions and inspiration we all felt as we listened to her speak. It really puts life into perspective. Our problems seem so trivial. We’re really seeing a different world and lifestyle here in the Kalahari.” — Erik Staniforth & Michelle Theissen

Day 5: “The connections I have made with the young people of Ganap have been breath-taking and continue to take on new dimensions with every lesson. They are so joyful and ready to live life with immeasurable enthusiasm. We concluded our week singing, “Don’t Worry Be Happy” with our seventh grade class. The energy was amazing. I will never forget it.” — Alexandre Laloum Day 7: “It’s a two-way teaching experience. They learn English from us. We learn from them about their culture, their language and about the similarities between peoples who live continents away.” — Hannah Nowicki & Jack Brockett Day 8: “We had a tour of the village and met a group of women who take care of many sick people living in the area. It was really eye opening to see the living conditions of our students and their families. We saw a true picture today of how unforgiving it is to live in a desert.” — Moriah Bakker & Pauline Kress

Day 9: “Today was our last day in Ganap. It has been incredible to share our stories and learn about each other’s lives. We are proud of all the hard work and improvement our students have made in the last two weeks. It was extremely difficult and emotional to say goodbye at the farewell assembly. Our worlds are very different, but in many ways, we are similar. Tomorrow it is time to head home. — Garvin Price & Anna McCluskey “Our final day in in the Moshaweng Valley ended on a high – we were sent on our way in the midst of song. ASP students described the unique but meaningful ways the Ganap children offered their farewells and their appreciation - clear evidence of how possible it is to build strong relationships within this experience. The Kalahari students and their regular teachers recognize the choice ASP students made to use vacation time to help others with their learning. Of course, the question is, who learned more?” — Mark Ulfers Mark Ulfers shared his perspective with parents of the participating ASP students in this way: “Not surprisingly, this experience is difficult to fully describe. The stark contrast of the many rich opportunities ASP students enjoy with the almost insurmountable hurdles for the Kalahari students is at once obvious and humbling. One universal truth that remains is that our ASP students and their peers in the Kalahari Desert share the same hopes and aspirations.”

Making Connections The American School of Paris is truly living out its belief that learning is a continuous lifelong endeavor! Our Lower School has been a-buzz this fall, as teachers engaged in several professional learning opportunities. Our most recent learning encounter was a week-long professional development opportunity with a Math consultant from the U.S. that focused on innovative ways to teach Math to our youngest students.

Lower School Connections

Margaret Coleman, Lower School Director

Teachers + Professional Development = Energized Math Students For the past six years, the Lower School teachers have worked with an outside consultant or “critical friend” to improve literacy instruction. Several teachers, along with the Math Coordinator, Barbara Trudeau and Lower School Director, Margret Coleman, wanted to find a similar model for continuous improvement in Math instruction. Faculty member, and Math Coordinator, Barbara Trudeau attended several conferences and workshops in the U.S. and internationally to learn more about current best practice in the teaching of Mathematics and was fortunate to meet and work with Carrie Zielinski. “I came to know Carrie Zielinski, a Specialist and Consultant at the Oakland Schools Intermediate School District in Waterford, Michigan, through participating in her math training seminars and workshops, and by attending National Council of Supervisors of Mathematics conferences with her. She is well versed in curriculum innovations and teaching methods that are at the forefront of our field. I knew that her accessibility and warmth would make her a good fit to work directly with our faculty in a hands-on way,” explains Barbara. With the help and support of Margaret Coleman, a grant request was submitted last spring to the Excellence Fund, which responded with financial support to bring Carrie to ASP. She spent a full week with our faculty this fall, conducting a number of dynamic training sessions aimed at modeling an effective, more conceptual approach to teaching math. The approach involves using questioning techniques that elicit meaningful student discourse; manipulating tangible items; and encouraging student conjectures and quantitative reasoning to arrive at agreed-upon solutions.

“We launched the sessions with an optional all-day workshop on Saturday, September 29, and nearly every staff member participated. The following week, Carrie conducted sessions working with teachers across grade levels to encourage vertical collaboration. Additionally, Carrie offered to model, while teachers observed, the concepts covered in some actual classroom lessons,” notes Barbara. “EAL (English as an Additional Language), Learning Support and other faculty and staff members participated as well, fulfilling Carrie’s vision statement that “it takes a whole school” to support teaching and learning math for all of our students.”

“I feel we are on the move in a very positive direction in developing a common vision of meaningful math teaching and learning.” — Barbara Trudeau The Upper School math faculty was invited to join in at a faculty meeting that covered curriculum innovations related to the Common Core State Standards that are transforming math education in the United States and many international schools. “We were pleased to be able to share this introduction to the CCSS, and the new types of standardized testing that accompany this initiative, with our Upper School colleagues,” she adds. “It was dramatic to see how excited and energized my colleagues were after our busy, but fruitful, five days,” observes Barbara, “I feel we are on the move in a very positive direction in developing a common vision of meaningful math teaching and learning.”

Middle School Connections Middle School students, their teachers, and advisors begin the academic year participating in an outdoor educational experience under the direction of the highly trained, professional Outward Bound staff. For seventh and eighth grades, this takes place in the breathtaking scenery of the Lake District in Great Britain. Sixth graders travel to the equally magnificent Savoie region in the French Alps. These team-building and personal growth encounters serve as an introduction to Middle School and to the key objectives of the Advisory Program they will participate in throughout the year. Kathy Miner, Middle School Director

Middle School Students – Ready to Take On the Year! Middle School students were eager to take on a challenge again this year through outdoor educational programs in Ullswater, England and the Savoie region of France. They participated in a number of pursuits including; canoeing, rock climbing, camping, canyoneering, obstacle courses and other activities designed to stretch their physical limitations. By pushing their boundaries, the students learn to work together and support each other in achieving common goals, establishing new and renewed relationships, and coming together as a community. “The objective of our Outward Bound experience is to create a challenge-based environment where students can grow and learn. The areas in which we want them to grow are: to become stronger as a group, to understand how groups work and how groups succeed, and to see how groups can go on to succeed after a set-back,” explains Mr. Joseph Scanlon, 8th Grade Science Teacher. “Another goal is for students to grow personally, to understand their own strengths and weaknesses, to understand how they learn from making mistakes, how they communicate, how they lead, how they follow, and how all those abilities can be applied to daily life when they return,” adds Mr. Scanlon. He continues, “Strengthening our students’ relationship with the natural world is a further objective. The activities take place outdoors, so students must cope with challenges presented by the environment – weather extremes are par for the course! This direct experience helps them develop a deeper understanding of their responsibility for the management and care of our environment. A service learning opportunity is incorporated into the program to assist in that goal.” “This all translates back to Middle School in accomplishing the goals set forth in our Advisory Program. By organizing students into groups led by interdisciplinary teacher advisors, the Advisory Program guides students towards personal growth around a number of themes that involve ethics, interpersonal communications and leadership skills,” concludes Mr. Scanlon. According to Ms. Mary Carley, 6th Grade Social Studies Teacher, “The goals for the sixth grade experience mirror those of the seventh and eighth grade trips. Through challenging outdoor activities our advisory groups have an opportunity to really gel together. Our students learn how to face adversity and understand

that by overcoming their fears, they are able to accomplish much more than they imagined. It becomes apparent that the key to overcoming challenges is encouragement and teamwork.” “Especially relevant to the sixth grade is the need to integrate new students quickly. Not only are many students new to ASP, but sixth graders are new to Middle School as well. Much of the work we do in Middle School is student centered and collaborative, so we work often in groups. The Savoie experience really helps them to integrate quickly, establish friendships, and build confidence and trust so they can fully participate in their education when they return to the classroom,” notes Ms. Carley.

Both groups came away with inspirational accounts of students working together in the spirit of collaboration, reaching out to one another for support, strength and encouragement and making connections that will stand them in good stead for the year to come. The teachers concur these educational experiences, now an integral of the Middle School curriculum for more than a decade, establish a cohesive group of engaged learners ready to make the effort academically and personally that is necessary at the Middle School level and beyond. “It sets them up to be successful in the types of challenges they will face in the coming year,” remarks Ms. Carley. Mr. Scanlon sums it up this way, “I am so impressed with the way these young people rise to the occasion and fully commit to participating in the program. Outward Bound really sets a positive tone for the entire year.”

Upper School Connections Throughout the year, Upper School parents are invited to school for directed conversations and informational sessions to help navigate the emotional and academic challenges that are part of the everyday life of emerging adults. A popular forum for discussion is the parent liaison sponsored coffees which have been very well attended this year and have focused on a range of topics from transitioning to a new school to the ever present anxiety surrounding the college admission process. Part of our first coffee session was devoted to a discussion about our pilot Activities Day that took place on September 7th this year. In doing so, we had the opportunity to share our objectives and include parent perspectives in the development of future initiatives. We look forward to seeing you at more of these and other events throughout the year. Aaron Hubbard, Upper School Director

Creating Bonds through Music, Dance and Magic On Friday, September 7th, at the start of the school year, the Upper School organized a special day filled with activities that fell somewhat outside the realm of a typical school day – activities to help students “break the ice”. We wanted students to experience a change from the classroom routine; to participate as a group focused on a number of informal organized activities like drumming and dance. The intent was to provide an opportunity for new and returning students to make connections, to bond together, and to appreciate the different talents they each bring to the group. Additionally, we wanted to be sure some important information was communicated to our eleventh and twelfth graders about the college application process and the responsibilities they have in the coming months. The tenth graders met with some influential people from the Pulitzer organization for an informative discussion about how the media influences behavior in today’s society. The day ended in a magical way – literally – as a local magician delighted students with a fabulous show that was enjoyed by everyone. As we continue to review the day, we are working with the Student Council to build on the success of this year’s event as we plan a follow up event next fall. 20

Alumni Connections

In this issue, meet... Kristin McKirdy Class of 1975

Alumna, Kristin McKirdy (’75), praises her Upper School teacher from ASP for igniting the spark that would become her lifetime vocation: the study, practice and instruction of the decorative art of ceramics. “I remember very clearly,” Ms. McKirdy recollected in a recent interview, “I was in the tenth grade when my Ceramics & History teacher, Virginia Gift, invited Jean-Claude Fein, a master tourneur from the Ancienne Manufacture Royale in Sèvres to give us some instruction in “throwing”. It was love at first sight, but I never dreamed I’d make a career out of it.” Following graduation from ASP, Kristin studied at the University of California Santa Cruz, and earned a License de Lettres de Paris IV in Art & Archeology from La Sorbonne Paris IV. Kristin furthered her study in ceramics at the Parsons School of Design in New York. She served one year as Artist in Residence at the Banff Centre for the Arts in Alberta, Canada. Afterwards, Kristin went on to be awarded the prestigious graduate degree of Master of Fine Arts at U.C.L.A.

“Kristin has been an inspiration to me as an artist and professionally. Her teaching helped me gain a broader understanding of design and aesthetics in the art of ceramics. Through her connection to ASP, she directed me toward my current role as a member of the Arts faculty.” Jim Denison, Upper School Art Teacher. In 2008, Kristin was invited to become an artist-in-residence at Sèvres — Cité de la céramique. This she described as a “fantastic opportunity” to return to the source of her inspiration. At the start of the four-year residency, she studied the traditional methods used to make porcelain as was preferred by the French aristocracy in the eighteenth century. Afterwards, she used those intricate and detailed methods to create pieces that synthesize the elegant details of the traditional porcelains into contemporary forms. A retrospective of Kristin’s work over the past twenty years is being exhibited at Sèvres – Cité de la céramique from September through January 14, 2013. In addition to the retrospective, twelve of the works in porcelain she created while in residency are being exhibited. In October, Jim Denison, invited a class of Upper School Art students to view the two exhibitions, to meet his mentor, and go behind the scenes to see how some of the porcelain is manufactured. “I liked visiting the manufacture and seeing how the pieces were made. I really appreciate the importance of technique and precision.” Says Nathalie Meister 12th grade Kristin’s story that begin as a student at ASP and continues through her connection to Jim Denison comes full circle as she met with our current ASP students. The greatest compliment to our school is her recognition of the inspiration that began for her at the American School of Paris.

“I liked visiting the manufacture and seeing how the pieces were made. I really appreciate the importance of technique and precision.” — Nathalie Meister 12th Grade

For more information about Kristin’s expositions on display through January 14, 2013, please visit: www.sevresciteceramique.fr

Bone

Coupe

Alumni Connections

Back row: Chuck Cosgrove, Jeff Hacker, Bob Jesberg, Jim Murphy, Steve Markus & Michael Kirby. Front row: Tom Woods, Ian Shapiro, Peter Rath, Jay Shapiro, Walter Gautreaux & Shep Driver (not pictured - Simon O’Hanlon).

Philadelphia 1970’s Reunion On Labor Day weekend, a group of 58 ASP alumni and guests gathered to celebrate and relive the glory days of “The Greatest Basketball Team Ever”. Sunday, September 2, 2012, some 40 years after they all played together as a team, thirteen proud basketball legends bravely donned their ASP jerseys and went for the paint! Our very own Matt Du Aime, Class of ’73 alum and ASP Upper School Science Teacher, took part in the celebration and was thrilled to be able to reconnect and reminisce with old friends. “There were people from all walks of life”, said Matt Du Aime. “An Ambassador, musician, entrepreneur, judge and teacher, just to list a few. It is amazing to see how ASP has brought them together and how it has touched their lives in meaningful ways. Living in Paris as a teen is an incredible experience. ASP has always been a special, caring place and has been a catalyst in forging these strong, long-lasting relationships”. In addition to cheering on the players, alumni enjoyed a convivial dinner at Parc restaurant and shared a farewell breakfast on Monday.

In addition to cheering on the players, alumni enjoyed a convivial dinner at Parc restaurant and shared a farewell breakfast on Monday.

“It is amazing to see how ASP has brought them together and how it has touched their lives in meaningful ways.” — Matt Du Aime Reunion organizer Chuck Cosgrove (‘72) said “I had a spectacular time organizing it and enjoying it as it happened. There were moving moments of recognition: a short scream of joy, followed by a hug and tears as people recognized faces from long ago – making it all incredibly worthwhile!”

ASP Basketball Team 1970’s

The American School of Paris

41, Rue Pasteur, 92210 Saint-Cloud, France AMERICAN SCHOOL OF PARIS Founded 1946

Tel. +33 (0)1 41 12 82 82 Fax +33 (0)1 46 02 23 90 www.asparis.org