March 2014

March 2014
Newsletter
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Calendar of Events
Event
Location
Date
2013 – 2014 Events
Graded School,
Sao Paulo
AASSA 2014 Educator’s Conference
March 19 - 22, 2014
2014 – 2015 Events
AASSA Business Managers’ Institute
Miami
July 21 - 23, 2014
AASSA Board Meeting and Planning
Session
Miami
September 16 - 17, 2014
AASSA Governance Conference for Heads
and Board Members
Miami
September 18 - 20, 2014
AASSA GIN Conference 2014
Lincoln School,
Buenos Aires
October 31 - November 2,
2014
Latin American Administrators’
Conference
Atlanta
December 1 - 4, 2014
AASSA Recruiting Fair
Atlanta
December 4 - 7, 2014
VANAS Conference
Escuela Campo Alegre,
Caracas
January 23, 2015
Innovate Conference
Graded School,
Sao Paulo
March 4 - 7, 2015
AASSA 2015 Educators’ Conference
International School of
Curacao
March 26 - 28, 2015
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From Your Executive Director
It’s been another successful albeit busy year at AASSA. We have had record
numbers at all of our conferences so far this year. The upcoming Educators’
Conference in Sao Paulo is topping out at over 900 participants which will also
break an all-time attendance record for an AASSA conference. Numbers
alone, however, are a testament only to participation—not quality. But it is my
hope that so many of you are attending AASSA events because of their
perceived relevance and value.
This year’s AASSA Recruiting Fair was equally well-attended, breaking the
attendance pattern of all prior years. Not only did we have a record number of
schools and recruiters, we accepted 408 candidates. To date, 130 candidates
have been placed.
We are currently at the height of our purchasing season on behalf of our schools
and, again, we have a record of 25 schools using our purchasing service which
represents 35% of our membership which currently stands at 71 schools—another
record.
We are supported by an ever-growing number of Associate Members. When I
started at AASSA is 2007, we had just 20 Associate Members. Last week, we
welcomed our 64th Associate Member of the year!
With all of these successes, it is a perfect time to begin to reflect and perhaps
reinvent AASSA. In September, the Board will undergo a unique visioning session
facilitated by Teresa Arpin to envision and ultimately lay the groundwork for the
AASSA of the future-- thinking outside the conventional box to refocus what it
might mean in the future to be a regional organization serving international
schools in a world of rapid change.
I would like to thank you all for your support as we at AASSA aim to support the
great work you do every single day to educate today’s children to become
tomorrow’s adults.
………………………………………………………………………………………..
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International Educational Leadership Award
AASSA gives an annual award to the individual who, in the opinion of the Board,
best represents the following qualities and endeavors:
 Leadership for learning--creativity in successfully meeting the needs
of students in international schools
 Communication--strength in both personal and organizational
communication
 Professionalism--constant
improvement
of
administrative
knowledge and skills, while providing professional development
opportunities and motivation to others in the field of international
education
 Enhancing AASSA--significant contributions to AASSA as an
international organization
This year’s recipient is Philip Joslin
Phil has a long and distinguished career in international education spanning 39
years at schools in Brazil, India, Japan, El Salvador, Nepal, Indonesia and
Argentina. 23 of those years were spent in Latin America, with his longest tenure
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being 16 years at Lincoln School, The American International School of Buenos
Aires.
Phil served on the search committee for AASSA in 2007 and has also served as a
Board member for the past six years, the last four as President of the Association.
During this time he has also served on the boards of AAIE and TIE.
We bid Phil all the best as he leaves the region in June for his directorship of The
Overseas School of Colombo, Sri Lanka.
Congratulations on your well-deserved recognition, Phil, as you leave AASSA
after a total of 21 years of service as head of school in our region.
………………………………………………………………………………………………………
Upcoming Annual Online Survey
AASSA Heads of School and Associate Members will be asked to complete a
very brief online survey in April so as to evaluate the organization’s success in
fulfilling the targets set forth in our Strategic Plan. The results of this survey will
also be used as both feedback for future planning as well as evaluation of your
Executive Director.
The Board requests that ALL member schools and Associate Member
organizations complete the survey so that we have universal input into our
performance.
Thanks in advance for your input!
……………………………………………………………………
Welcome to our Newest Invitational Member School
ISM International Academy, Quito, Ecuador
…And Our Newest Associate Members
Disal SA
Dreyfous and Associates
International School Associates
Itflow Inc
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Teaching Strategies
Upcoming AASSA Conference News
2014 AASSA Educators’ Conference at
Graded School in Sao Paulo
In just two weeks, Graded School will kindly host the 2014
AASSA Educators’ Conference. We closed registration two
weeks earlier than scheduled because at 909 participants—
our maximum capacity.
Thank you to the individuals and schools throughout the
region that are supporting this conference. We look
forward to a large and successful event!
All information pertaining to the conference is posted on the AASSA website at:
http://www.aassa.com/page.cfm?p=428
Emails will be sent to all conference participants a week before the conference
giving pertinent information.
Please note this will be our first green Educators’ Conference. There will be no
conference bags and no printed program. The conference program and all
session handouts will only be available online.
You MUST bring a device (laptop, ipad, smartphone etc)!
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Announcing the 16th Annual
AASSA Business Managers' Institute
July 21-23, 2014
Integrated Governance
This year’s conference will focus on the role of the Business Manager as an
integral part of the governance team of the school. The first day, facilitated by
Paul Poore, will focus on the workings of a Board of Directors and take Business
Managers through a day of Board training and determining their ideal
relationship with a governing Board.
The second day will feature Mike Rodman and Timothy King of Albert Risk
Management Consultants and will focus on the key areas of risk management
for international schools. Critical Risks will address those risk management and
insurance subjects that are problematic or of greatest concern to International
Schools. These include: Managing Student Travel Risks; Insuring the Loss of
Income and Extra Expenses Following a Disaster on Campus; Insuring Political
Risks including Terrorism; Cyber Liability and First-Party Loss; and, How to Properly
Value Property for Insurance Purposes. The Enterprise Risk Management topic
will introduce the concept of looking at risks facing the institution on a holistic
basis, including identification, evaluation as to potential impact and expected
frequency of occurrence, and development of appropriate risk mitigation
strategies.
The third day of the conference will look at financial reporting using dashboards.
All participants will be asked to submit the dashboards they use (if they have
them) prior to the conference so that a shareable file can be created. On
Wednesday, we will also offer an Open Space session in which four participants
will present topics of interest. Our final day of the conference will also feature
presentations on two schools, a LAASBO meeting, and a future planning session.
The conference overview, online registration and hotel reservation links are posted on
the AASSA website at: http://www.aassa.com/page.cfm?p=644
Registration and Reservation deadline: Thursday, June 26th.
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Announcing the
2014 AASSA Governance Conference
for
School Heads and Board Members
2014 AASSA Pre-Conference
September 18, 2014
Governance 101
New board members will gain insights about their individual roles and
responsibilities shared with other directors. Experienced school heads and board
members will learn how to mentor those new in their roles.
Purpose
To give school heads and board members a deeper of the following areas:
Effective governance models including code of conduct; Understanding of
clearly stated roles and responsibilities for board members, chairs and
committee members; Setting expectations of excellence: Skill building of highly
developed board members, committee structure and proceedings
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2014 AASSA Main Governance Conference
September 19-20, 2014
KnowledgeAble: Sharing Knowledge Shamelessly
Through a process called “Sharing Knowledge Shamelessly,” attendees will raise
issues and share best practices on how to lead their schools more effectively
and dynamically, and confront their most pressing problems. We will hear from
our key stakeholders regarding what our schools are doing well and what we
could do to make them even better.
Purpose
 Based on your input, we will design and develop the agenda to ensure the
focus is timely and on target.
 Share Best Practices:
 Efficient and successful board meetings, effective agendas, master
calendars and committee charters;
 Board make up, tenure and turnover, onboarding and transitioning;
 Evaluation of heads, chairs, members and committees;
 Key stakeholders recommendations;
 A glimpse at the future of education and skills needed of our graduate
Method
Both the pre-conference and the main conference will facilitate dialogue on all
of the above stated objectives. We will replace the “tell” with the “ask” to
achieve Group Think and make meaningful connections across the region that
will provide benefits long after the conference.
This year’s conference will be facilitated by Mina Merkel, a well-versed
consultant who has worked and lived worldwide with General Motors leading
large-scale, high-risk strategic projects. Mina has also served on the Board of
Directors of Escola Graduada de Sao Paulo (Graded, American International
School of Sao Paulo) and on the Board of Trustees at the Frankfurt International
School. She has many years of consulting experience and brings to our
conference a consultancy which is a rich blend of the corporate and school
board experience.
We are looking forward to what should be a very different and novel
conference approach, recently dubbed the “unconference.” It is meant to be
a dynamic process and one that causes participants to be completely involved
throughout.
Conference Registration is scheduled to open in early April.
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Announcing the 2014 AASSA GIN Conference
Lincoln School, Buenos Aires
October 31 – November 2, 2014
Global Issues Network conferences are held annually in the AASSA region for
students in Grades 7 – 12. They are informative and stimulating events that focus
on the 20 global issues presented by Jean Francois Rischard in his book High
Noon: 20 Global Problems and 20 Years to Solve Them. We hope that your
school will not only investigate GIN but send a delegate of students to the next
GIN conference!
As Lee Fertig, the Superintendent of Graded School and the host of the second
AASSA GIN conference, recently wrote about GIN:
“At a time when everyone is talking about the need for more authenticity,
collaboration, and relevance in education, the Global Issues Network
(GIN) stands out as a truly transformative learning activity for students and
the schools they represent. It empowers them to become ethically
engaged global citizens in a world that is desperately seeking innovative
leadership from young people- the very same individuals who have
inherited the formidable environmental, economic, and social challenges
left by previous generations.”
Conference information will be posted and
registration is scheduled to open in May. Stay tuned!
In the meantime, please visit the AASSA website for general
information on GIN and get your Middle and High School students
involved: http://www.aassa.com/page.cfm?p=418
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FORESIGHT EDUCATION
PROFESSIONAL DEVELOPMENT
COURSE
AASSA is also committed to the concept of foresight education being
supported by the Department of State. We are making this an integral part of
GIN conferences and, to that end, have had a number of our GIN advisors
undergo the training program over the past two years.
If you are interested in a teacher or head of school applying for the summer
training program, read on….
June 22-25, 2014, Washington DC, USA
INVITATION
The Office of Overseas Schools, US Department of State, invites 20 teachers and
heads of schools to participate in the Third Annual Foresight Education
Professional Development Course.
Course Location and Schedule
The course will be given at the Georgetown University Hotel & Conference
Center, 3800 Reservoir Road, Washington, DC.
The program begins on June 22, at 1700, with a reception, cash bar, and dinner,
followed by a brief presentation and discussion of Foresight and the Future of
Education.
On June 23 and 24, the program includes breakfast and lunch and runs from
0800 to 1800. Dinner both nights is on your own. On June 25, after breakfast, the
program starts at 0800 and will conclude at 1300.
Financial Arrangements
The Office of Overseas Schools sponsors the
program,
faculty,
materials,
hotel
accommodations (3 nights), the reception and
dinner, breakfast, breaks and lunch June 23, 24
& 25 (except lunch).
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Travel costs are the responsibility of the participating schools and organizations.
APPLICATION
Those who wish to attend should submit a letter (e mail is fine) from their Head of
School indicating agreement with the financial arrangements, their
commitment to participate for the full program, and their strong intent to
implement some aspect of Foresight during the next school year.
Applications should be submitted as soon as possible, and not later than April 15. We have
only 20 places and a significant number of early applications have already been received.
Applications, and any questions, should be addressed to:
Willis B. Goldbeck
Developer and Program Coordinator, Foresight Education
[email protected]
(1) 858-518-5354
320 9th Street NE
Washington DC, 20002, USA
In the Office of Overseas Schools, Dr. David Cramer is the Regional Education
Officer responsible for leading the Foresight Education effort. He can be
reached at [email protected] or through Kris Grasso, 202-261-8216,
[email protected]
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AAIE Summer Training Institute
AAIE runs a Summer Training Institute annually in Fort Lauderdale, FL and it will
take place from June 23-27 this year. This year’s strands are listed below:
Strand 1: 21st Century Recipes for Success: Unleashing Student Creativity
and Critical Thinking Skills
Program Description: Designed to sharpen your skills and challenge your
thinking, this interactive institute will equip you with concrete tools and
takeaways for unleashing your students’ creativity and critical thinking. You’ll
explore the Framework for 21st Century Learning, learn why the 21st century skills
are vital for international students, acquire strategies for integrating the 4 C’s
into core academic subjects, and learn how to assess student mastery. The 4 C’s
are: Critical thinking & problem solving; Creativity & innovation; Communication;
Collaboration.
Intended Audience: PK-12 Classroom Teachers, Curriculum Coordinators, English
Language Learning (ELL) Teachers, and Gifted Education Specialists
Consultant: Judith Fenton
Strand 2: Using 21st Century Digital Tools to Advance Teaching and
Learning
Program Description: Three days of guided and collaborative hands-on
experiences with technology will provide participants with opportunities to
explore online resources and strategies for incorporating these in the classroom.
Tips and tricks for effective use of instructional technology to further teachers’
personal and professional productivity will be also explored.
Intended Audience: K-12 Classroom Teachers, Special Needs/Gifted Education
Specialists, and English Language Learning (ELL) Teachers
Consultant: J.Troy Robinson, Ed.D
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Strand 3: Strategies for Engaging all Learners: Teaching Optimum Topic
Exploration
Program Description: Educators will be introduced to over 25 evidence based
strategies for immediate implementation in the classroom. Come learn to
facilitate learning in the core subjects by engaging students in inquiry, higher
order discussions, and intentional adaptations and modifications for students
with special needs who are integrated into the general education classroom.
Teaching Optimum Topic Exploration (TOTE) by both the educator and the
student is critical to learning.
Intended Audience: PK-12 Classroom Teachers, Special Needs and Gifted
Education Specialists, and Curriculum Coordinators
Consultant: Belinda Karge, Ph.D
Please visit the AAIE website (http://www.aaie.org/page.cfm?p=548)
for further information and to register.
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Recognition of Our Highest Level Sponsors
AASSA is fortunate to have highly supportive Associate Members.
Please visit
the list of our Associate Members at: http://www.aassa.com/page.cfm?p=466
Some of our members give back in major ways, and we established the levels of
giving shown below… Thank you to the organizations listed here for being major
contributors to AASSA’s efforts:
PLATINUM LEVEL
TD Bank
TieCare International
GOLD LEVEL
SILVER LEVEL
International Schools Services
Seton Hall University
SUNY Buffalo
The College Board
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And now to articles kindly submitted
by our schools…..
Parent Coffees: Applying the Research
Ann Kox, Principal
Escola Americana do Rio de Janeiro
Many parents want to be involved in the education of their child. Research tells
us the earlier they are involved the better, and it also tells us that the most
effective forms of parent involvement are those which engage parents in
working directly with their children on learning activities at home (Cotton and
Wikelund). In my experience as a middle and elementary principal, involving
parents in meaningful conversations and sharing strategies that they find
relevant can solidify a partnership, creating lasting positive effects for all.
I find that this positive involvement guides and
shapes their participation. Sometimes, topics
that educators are immersed in for years are not
consistently translated into usable information for
parents. Because we are so immersed, some of
it seems too basic to share. Parents who do not
work in education do not have many of these
educational basics but will eagerly act on
information shared. If educators and administrators take the time to sift through
some of the important topics in our community and analyze possible next steps
to promote deeper involvement, it can have an impact both on outcomes and
community climate.
However, it is not always easy to establish the venues for these conversations to
occur. And even with the correct venue, the way information is shared can
enlist or repel the parent population. There is one venue I have found
particularly effective: Parent Coffee presentations.
While there is no shortage of research and information on parent involvement, I
believe some how-to basics are not as well addressed in the literature. The best
research in the world is not necessarily helpful if it does not have the logistical
planning element to apply it effectively. At the Escola Americana do Rio de
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Janeiro we have been providing at least quarterly “Coffee with the Principal”
sessions. I utilize parent feedback and relevant parent-friendly research to plan
topics, then I create interactive sessions that will engage them in the material.
This is just one part of our communication plan, and it is one of the most
important tools for garnering support and proactive involvement.
Here are some important logistics that have helped me to apply the research for
our population:
1. Topic selection: Topics need to be organically developed based on the
current needs of the parent community. For starters, a large-scale survey is not
necessary. Instead, start with the PTA. Ask an open question but have a few
topics ready to suggest. Ideally, at least a couple of the presentations may be
sensitive to larger school goals (character education, curriculum areas of focus,
etc.).
2. Presentation: Utilize best practices in teaching to engage parents. Have
written and verbal information, but also have visuals, planned interactions in
small groups or pairs, one or more activities to deepen their understanding or
provide an experience, provide questions for discussion, and allow Q & A..
3. Feedback: Utilize a variety of methods to get feedback in order to adjust
future presentations and set topics. I use survey monkey, the PTA and I strike up
conversations at dismissal time to gather more informal feedback.
At the most recent event, I presented information on the power of praise (How
Not to Talk to Your Kids: The inverse power of praise by Po Bronson) and the
importance of cultivating character qualities such as grit (What if the Secret to
Success is Failure? by Paul Tough). Because much of my parent population is
not native English speaking, I prepared excerpts of the articles.
The presentation included “turn and talk” where parents were able to share
kinds of praise they typically utilize. Then I presented the research and the
recommendations, after which parents were asked to practice and explore the
concept of praise and help each other select specific phrases that promote
effort.. When we moved further into the presentation and I shared information
on grit and how they can help foster this quality in their children. To better
understand it from their own vantage point, I provided a short test on grit which
they took and scored.
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These two articles went well together in terms of
providing parents with some specific information and
skills that they could act on which could make a
significant difference in their children.
The feedback I received was positive, and the resulting
conversations at drop-off, pick-up and community
events are also productive and positive. The Parent Coffee venue has been a
positive forum to share relevant research and initiatives with parents, to provide
specific kinds of support that can help their child to succeed, and to firmly
establish a commitment to a parent partnership that will make a difference.
Cotton, K., Wikelund, K., Northwest Regional Educational Laboratory, School
Improvement Research Series. In Parent Involvement in Education.
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iPad Center
Otto Neitzel Neto (Apple Distinguished Educator)
Panamerican School of Porto Alegre
Objectives
 To provide students with opportunities to develop their knowledge and use of IT
resources through reproducing games and/or activities that they first engaged in using
hands-on materials.
 To provide students with a fun and interactive tool which helps them to better utilize their
independent work time when working in “Learning Centers”.
 To provide the teachers with a tool they can use to easily prepare and adapt meaningful
material for their students.
 To provide the school with an affordable teaching instrument which encourages all
faculty to develop their own activities and share them with one another and worldwide.
 To provide parents with authentic material made by their children’s teacher which can be
used at home.
Justification
Four year old students are in the process of
becoming increasingly independent in learning.
When working by themselves they can feel
frustrated when the activity becomes too
challenging for them.
During the “Learning Centers”, the time period
allocated for independent learning, it is
impossible for teacher and assistant to observe
and check that each student is completing each center correctly.
With this in mind, I decided to use the “Educreations” App in the iPad center activities.
Educreations is a recordable interactive whiteboard that captures your voice and
handwriting to produce amazing video lessons that you can share online.
(From: http://www.educreations.com/faq/)
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There are some other Apps that do the same thing as Educreations, but I chose this one because it
is very simple for teachers with little experience with iPads. These teachers can either learn how
to use it on their own or participate in a short professional development session that shows them
how to apply it in the classroom.
Key-words
Centers. Educreation. Apple. Apps. Independent
learning. Autonomy. Preschool. Early Childhood
Education.
Discipline
Language Arts, Math, but it is adaptable to any
subject.
Level Involved
Pre-Kindergarten. Four year old students.
Quantity of students
I applied this project to all of my class, a total of 12 students. As our preschool only has three
iPads per classroom, there were three students working in the iPad center at the same time.
However, the school is working on purchasing one for every student.
Methodology
The first step is to teach the students how to use the ‘traditional’ learning centers that contain
hands-on materials such as books, puzzles etc. and show them where these centers are located
around the classroom. Every center activity was taught by the teacher before being introduced as
an independent center activity, thus ensuring their ability to work independently.
The second step is to split the students into different groups (identified by color) with a
maximum of three students per group. Each group has a sequence of activities they have to
follow. They know that when it is time for centers, they have to check the Learning Centers’ wall
to see what activity their color group has been assigned to.
The third step is to introduce to the students the same centers on
the iPad and let them do their job! These iPad activities were
introduced through the use of hands on materials before
developing the same activity on the iPad.
Pedagogical Strategies
This is a good differentiation tool. It helps the teacher design
lessons that address the specific needs of each student, e.g.
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identifying letter sound, rhyming, letter names etc. The lesson on Educreations I created always
provides students with positive feedback as it shows the correct picture immediately after they
have answered. This is important as teachers are not able to be present to check if students are
giving correct answers. They also hear my voice making positive comments that do not focus on
if they got the correct answer but on if they remembered the lesson when we did it together, if
they heard the ‘c’ sound etc. It helps students to retain vocabulary as they are hearing it in
another setting and it gives them more confidence to try to find the answer, rather than focusing
on getting it right or wrong.
It could also be used as a “homework” activity. We don´t give out homework for P4, but we
encourage parents to always read a book to their children or to work with them on different
activities, like this one.
They loved to hear their teacher’s voice. The first time I showed them this center, they shouted
“It’s Mr. Otto!” They were able to identify with the teacher’s voice, and even during free play
time, some of them chose to work in this center.
The teacher needs to sign up on Educreations before he can create the lessons. It is free and very
easy. I used my Google account, but one can also sign up with the Facebook account or create an
Educreation account.
I chose to login with my account on all three iPads and download the lesson in each one of them.
This lets student work on all of my lessons without the need of an internet connection and or
search for a lesson.
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Results
I introduced these lessons in late September. I only had the chance to assess the students before
we started, in August, and two months after, in November. They will be reassessed again in June.
The areas I chose to specifically assess them in are Letter identification: Capital and Lowercase;
Rhyme; Beginning Sounds: Alliteration and Beginning Letter/Sound Identification. Just by
assessing them once after a two month period of implementation of this project, we can see how
much the students improved.
In the graph below you can see the percentage of each student’s correct responses. BLUE shows
the assessment taken in August and RED the one taken in November. When there is only one red
bar, it means that the student scored zero on the first assessment.
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All in all I was very happy with the results. It helped me differentiate my teaching to better
address individual needs.
Another step to evaluate the effectiveness of this project will be to use this data and compare it
with the other P4 class which does not use the “iPad Center” program and/or compare the same
result with the P4 class of 2014-2015.
I am positive that the “iPad Center” played an important role in, not only making those red bar
grows, but also in making the students become more independent and confident in their own
learning.
Students´ Comments about the “iPad Center”
“I like it because I can sing.” (Martina, 5 years old).
“I like the iPad Center because I can learn.” (Leanne, 5).
“Porque tem minha letra.” (Henrique, 4). Translation: “Because it has my letter.”
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“Porque tu pode imitar fazer as linhas.” (Francisco, 4). Translation: “Because you can follow
the lines.”
“It´s fun!” (Eduardo, 5).
“Porque tem o de música.” (Helena, 4). Translation: “Because there is the music one.”
Pictures
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Link to the Video in English:
https://www.youtube.com/watch?v=0PrxvhvJS7w&feature=youtu.be
Link to the Video in Portuguese:
http://www.youtube.com/watch?v=Yd90xkFp2Kg&feature=youtu.be
Mr. Otto’s Lesson on the Educreation site
http://www.educreations.com/profile/13162926/
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Real Time Collaborative Digit Learning Is Worth It
Dan Larson-Knight
Colegio Internacional Puerto La Cruz, Venezuela
Is real time collaborative digital learning worth it? This school year I have been
trying to promote and incorporate real time collaborative digital learning
throughout our school as the benefits I’ve experienced with it in the past are
nothing short of exceptional. When implemented, this form of learning can be
game changing when it comes to inspiring students, and having them engaged
at the highest level of learning on Bloom’s Taxonomy (revised), create, and the
second highest, evaluate. By collaborating online in real time students are
creating an understanding of content at a pace that exceeds any traditional
method, while creating research, and projects at a whole new pace that is
widely becoming expected when it comes to 21st century learning. The old
saying, “two heads are better than one” has officially shifted to, “twenty heads
are better than two.” This doesn’t just impact on learning though, it’s also real
world applicable, as the majority of jobs in today’s market, involve the skills that
come with this style of learning, being applied directly into their everyday
operational lives. This skill, and teaching style doesn’t come easily though, for us
as educators operating in South America, as we have several speed bumps to
overcome. But it’s certainly worth it, and obtainable. This article will analyze
how we can incorporate this learning into our classrooms, and provide resources
that you can begin using immediately.
What is real time collaborative digital learning? Real time collaborative digital
learning is any type of learning that enables students to interact with others
students through a digital platform in real time, with an established purpose and
direction. There is a large range of how this can be accomplished. It can be as
simple as having students collaborate on a Google Doc, to implementing a
school-wide learning system such as blackboard, and everything in between.
For some tools check out this site: http://bit.ly/1mxY3bM Another suggestion is to
do a Google search on this topic, there are tons of great resources and tools out
there. But I’m sure I haven’t sold you all yet on this, so let’s keep digging into this
style of learning, and how it applies to our South American schools specifically.
What are these speed bumps, and are they really worth my time? This question is
the key to this concept. Before writing this article I sent out an email to staff
asking them how incorporating real time digital learning was going for them in
their teaching, the responses were mixed. The speed bumps our teachers are
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hitting will not sound new to you, “Our bandwidth can’t handle it,” “We haven’t
been trained in it,” “We don’t have a platform that gives us enough control,”
“The time it would take me to train the students to do this efficiently, isn’t worth
it.” I hear you, this isn’t a shift in instruction that doesn’t come with leg work. But
the last quote is inaccurate. It is worth it. Why? Because it inspires and engages
students in a manner that they can relate to, and prepares them for a future
where this skill is essential. To back up that statement, do the following. Do a
basic Google search for “online collaboration tools,” and you’ll see that the top
hits are geared at business. Now I realize that not every student is going into
business, but if you give me a career, I can give you an example of how this skill
will be applicable in their field. When it comes to bandwidth, check out my
article in the last edition of the AASSA newsletter. In terms of being trained for it,
or not having a platform for it, it is important to realize that this shift in teaching,
for those that are new to it, can be progressive. Establish expectations with your
students. http://bit.ly/1jUIoBp is a great place to start. Start by having students
collaborate in Google docs on an assignment in pairs. Then go to group work.
Know that the first time you attempt this, you will have mixed results, and that
you’ll certainly have some wrinkles to iron out. The more you attempt this, the
easier, and more effective it will become, and you will see a shift in your students
engagement, and learning results that will feel like the metaphorical light has
turned on for both you, and them. Additionally the effort you have to put in at
the beginning of this process will be made up for by the speed at which you can
now instruct, and that the students can learn.
Some other forms of real time collaborative digital learning that I’ve seen
working wonders throughout our school this year are sensational. In elementary
we have students participating in mystery skype sessions around the world. In
middle school we have students participating in international projects, and the
students thrive in the online digital environment that’s been created. In high
school we have a huge shift to students working on projects that embrace
Google apps and their collaborative nature. We are also working on getting
Netsupport up in our computer labs as another form of this teaching style,
another amazing tool. For our online days we have a shift in practice from the
traditional, email or post an assignment, receive the assignment back, send
feedback, to real time digital learning. It is key to note that this doesn’t work for
every age group, but for those that it does, the results are fantastic. These are
only some of the ways our school is moving in this direction this year, and I
applaud the efforts of our staff.
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In conclusion, real time collaborative digital learning is a skill that is essential in
practicing 21st century education. Although it doesn’t come easily for any of us
at first, once it is established, and practiced in your classroom, the benefits are
certainly worth the effort, and a shift in your teaching style will take place that
will make you, and your students learn at an amazing pace that is inspirational,
and engaging. For more on this, and other topics, visit my session on how
utilizing this style of teaching can improve literacy in our schools, I look forward
to collaborating with you all at the conference!
Sources:
Jeff Utecht, thethinkingstick.com
Mark Engstrom and Laurie Claument,
https://sites.google.com/a/mytools2go.ca/an-adventure-in-the-ideal/?pli=1
http://edtechreview.in/news/825-20-options-for-real-time-collaboration-tools
John Orec,
http://www.guide2digitallearning.com/blog_jon_orech/assessing_collaborative_
writing
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37
Abuelitos, Navicajas and Much More
By Felipe Vacas
Colegio Menor, Quito
My name is Felipe Vacas, and I have been a full time teacher for more than ten years. This is
also my fourth year as the advisor of the National Honor Society group at our school, and I
would like to say that this has been a great opportunity for me in many ways. In fact, sometimes
I feel that when we are full time teachers, we get so immersed in our “amazing but time
consuming” academic worlds, but forget that there are other dimensions in education that should
be explored by us and of course by our beloved students. One of these is to serve others in need,
to become citizens that take personal responsibility for actually doing something in response to
the manifest injustice of our society. I do love teaching Physics for example, discovering with
my students the wonderful reasons why our world is how it is; however, I also adore the
sensation of having invested my time in serving those in need. Seeing people smile makes all
efforts worthy.
One of my missions as the teacher leader of the NHS is to guide a group of academically
excellent students into organizing service activities. Indeed, these students have to not only
participate fully in the development of such activities, but also involve their community and
create an important impact. In that manner, we have organized diverse activities throughout the
years that have changed our lives and have opened our eyes to a new dimension of enjoying our
years at school. Remarkable examples are our multiple trips to the Chota Valley, where we
visited several schools with artistic performances about healthy habits and values, and offering
our moving flea market where we sold more than 3000 clothes at minimum prices. However, one
of the most remarkable projects in which we have been involved in this last two years is the one I
am going to talk about in the following lines: our work with the abuelitos (the elderly group that
gathers in front of our school).
Starting in the school year 2012-2013, our school decided to aim a lot of effort towards
collaborating with a group of ladies that run a kitchen for elders, very close to our school. This
group consists of about one hundred very needy people of all around the valley of Cumbayá.
They meet in the mornings to have breakfast, to participate in different therapies (dancing,
practicing academic skills, handicrafts, games) and to have lunch. As I mentioned before, it is
ran by a group of volunteer ladies that day by day sacrifice their time for this great social service
activity. Our school community has helped them in various ways in this past two years. We have
helped them build their new place in a land closer to our school; additionally, we have also
donated appliances, furniture, supplies and money. As evidenced, we are actively involved with
this amazing group of people. In fact, they have become a beloved part of our community.
Our NHS group is also actively involved with this group. Besides constantly visiting the
abuelitos a couple days per week in small groups, we have organized several successful activities
for them. For example, last year we organized a Christmas event at our school in which we
38
shared with the elders a great day full of music, dance, movies, handicrafts, food and of course
smiles. After a few months, we took them to the city zoo. This was a great adventure for all of
us. Some of the abuelitos had never seen a Galapagos tortoise before and were extremely happy
about seeing some of them. AS the school year was approaching it end, we took them to see our
school play and prepared a great good bye lunch.
This new school year started and we increased the regular visits to the elderly kitchen. This year
we also started taking students that are not members of the NHS with us. Every time we go there,
we share stories and help serving lunch. It is so fulfilling when we get there because they always
smile and clap as soon as we arrive. Indeed, they know our names and treat us as if we were their
own grandkids. We have learned to love them so much that each day we want to do more and
more for them.
This year we decided to do even more than last year. We decided to start a new project that could
run and improve for the coming years. We needed a project that would let us share with the
elders, help us become a human link between the individuals of our school and this group of
needy people, and of course invest our time the best way possible. With this in mind, we
brainstormed in one of our NHS meetings. We decided to give a large box full of edible supplies
to each of the abuelitos. This is something that a lot of people around the world do for needy
families. Why couldn’t we do the same for our more than one-hundred beloved elders? We had
constraints and doubts and fears. We were about to commit to raise more than US$4,000 in a
couple months, to dedicate a lot of our time to the development of this idea, and to reach our goal
no matter what. We all accepted the challenge. We divided responsibilities. We were ready to
begin. Ideas flowed as if the project were already a success. We decided to involve the
community by making each interested person a sponsor for an elder. Each sponsor was
responsible for acquiring the box and a list from us, go grocery shopping for its contents, and
give it back to us packed with the items on the list.
We launched the project by placing a cool booth in Family Day. This is a special occasion where
the school hosts a day for playing games, eating and sharing with our families. Usually in Family
Day, the NHS and the NJHS are in charge of organizing a raffle. By doing this we collected
enough for buying a refrigerator and a freezer for the elderly kitchen. Furthermore, that day we
talked to people about our project and collected the information from potential sponsors and
volunteers. Sponsors were in charge of getting the name of an abuelito, filling a box with the
basic food supplies from a list, and bringing it back to us on time for the NHS Christmas
celebration with the abuelitos. We emphasized it was not only about spending money, but putting
our hearts in the boxes. On the other hand, volunteers were responsible for gathering the boxes
with us and helping us delivering them to their recipients.
After the project was officially launched, and counting with the support of our authorities, we
sent massive emails to parents, teachers and students asking them to join the project.
39
Additionally, we put posters and announcements in newsletters and bulletin boards. Each NHS
member was supposed to be in charge of a group of sponsors and serve as their Navicaja contact,
responsible for informing, reminding and gathering everything by December 13th. We decided to
contact the lady volunteers at the kitchen and request a list of all the elders. The list contained
110 names. We had already committed, there was no way back.
40
41
42
Miraculously the emails started to come. People started to express their willingness towards our
project. They felt included in our activities and requested their Navicajas. Not only they wanted
to sponsor the project, but also, some wanted to come with us to deliver them. Weeks passed and
we still needed more sponsors. We started to get nervous as we couldn’t fail. We sent more
emails, contacted more people, talked to our mates. The word spread out and suddenly we started
to raise numbers. By December we already got 190! Work was very hard. As the advisor, I was
in charge of buying the boxes at a warehouse. We prepared each cardboard box with the
instructions with a list supplies to be bought, and the name of each recipient. Students had to call
each sponsor, collect $2 (for paying for the box and some additional expenses of the project),
give them the empty boxes and remain in touch. What were we going to do with the remainder
boxes? We decided to contact a group of very needy teenage mothers and committed to them
too. Now our commitment was to raise not US$4,000, but about US$7,000.
So December 13th came. Many community members brought the boxes to the doors of our
school. That evening and the following Saturday, we spent long hours counting boxes, naming
tags and checking contents. One of the main troubles we faced was that many boxes had extra or
missing items; however, we were looking for equality. Because we had so many boxes, it was
complicated to organize everything. Earlier that week, we created a list that gave each “abuelito”
a box that was numbered, so that no boxes were missing. When we were done we just had to
wait until Tuesday, the day of the Christmas celebration with the elders, and Saturday, the
celebration with the teen mothers.
Tuesday 17th finally arrived and at eight in the morning we started moving boxes. This was a
very tiring duty as each box weighted about 20 kg. Even though we knew we had a lot of work to
do that day, we were all eager. We had to carry 110 boxes to the elderly place. We were all very
tired. Finally we managed to recover and start to share with the elders.
Nine o´clock was time for the program to begin. We had everything ready, tents, chairs,
microphones, sound. First, Patricia, the lady in charge of the kitchen, spoke. She wanted to thank
us for all the effort we put in being part of their community. Secondly, I spoke. I thanked the
elders for being like a family to us, for being so nurturing, open, and caring. Then the NHS copresident Domenica Ordoñez spoke and recited a poem by Pablo Neruda. She made all our hearts
jump of cheerfulness. The sun started to bless us with warmth and light. After Domenica, we all
gathered to sing and dance a Christmas carol we all had been practicing. Additionally, we had
three very motivating theatrical representations. One of them had two seniors from the drama
club, acting as mimes. They were all comical and very deep with values and positive messages.
Then, many of our students sang beautiful jingles. We counted with the participation of two
famous singers that volunteered to come as soon as they heard of the project. We even invited a
few “abuelitas” to join us and sing or tell their stories. One of them had the voice of an angel and
filled our hearts. This was all a dream coming true, and we hadn’t ever delivered the Navicajas
43
yet. We also delivered the freezer and the refrigerator we bought for them with the funds
obtained at the raffle in Family Day.
By noon we helped serve some delicious chicken and some cake for all. We contributed
gathering all trash and cleaning the area for the delivering. Our next act was the box giving. The
NHS members were in charge of the list and they started calling each elder to get closer and
receive the box. Although the plan seemed simple, the delivery turned out somehow chaotic.
With more than 30 people trying to help distributing the boxes we finally managed the situation.
It was miraculous that although we had an organization problem, we were able to give each
person their own. Another complication was that many of the elders did not have a ride home.
We had to call lots of taxi cabs and send each abuelito safely home. We survived successfully.
We worked so much that day but everything went ok.
That following Saturday we woke up very early and gathered for the delivery of the rest of
Navicajas. We headed south to the humblest sides of our city. There, we met a group of single
moms that were very young. They had all fought against abortion and were now seeking for help.
We were received by our contact and we got easily amazed. How could we ever whine in our
lives when others with such problems don’t? We carried the boxes, and walked up some very
steep steps to find ourselves with the mothers. There again we sang and shared the real spirit of
Christmas. As a final act we shared 69 Navicajas and again we had extra ones. The extras were
donated to the guards in our school. They helped us so much all these days.
Sofía Bustamante, one of our NHS sophomores wrote these wonderful words for an article sent
to the NHS magazine: “This experience was very enriching because we lived the real Christmas
spirit. We shared like a family. At last we went home with handfuls of hugs and smiles. These
people, who have so scarce resources, were extremely grateful. They did not complain or ask for
more. This is a demeanor that I want to include in my life. I think they imparted in many of us
more than what we gave them. In conclusion, I can assure this project gave us some of our most
treasured moments. We are now trying to embody all the values we learned from the groups we
have helped. We received strength from the mothers to continue on with our lives although we
are sometimes not able to walk. We learned to hear and share with the elders. They taught us to
enjoy all we have. I think this project was a success. The Navicajas is a project that unites
people. Our community put their hearts to support others in need. We achieved the ultimate goal
of community service; to serve. As Martin Luther King Jr. said: “Everybody can be
great...because anybody can serve. You don't have to have a college degree to serve. You don't
have to make your subject and verb agree to serve. You only need a heart full of grace. A soul
generated by love.” This is something we all have embodied in the project. I will continue my
job as a visitor for long because it is no longer a sacrifice but an opportunity. And of course, the
elders, the mothers and much more will receive a Navicaja next year.”
44
These words say everything. There is no need to express anything else, except that as a teacher I
feel extremely satisfied and motivated to keep going on. Oh, how much I do love being a
teacher!
Preparing the boxes so sponsors could get
them and fill them with the food items in
the list.
Checking the contents of each donated
box.
Checking that all the boxes were ready to
be delivered.
45
Getting everything ready for the
Christmas celebration and the boxes
delivery.
Delivering the boxes.
Delivering the refrigerator and the
freezer.
Family day, getting sponsors and
volunteers.
46
Singing carols for the abuelitos in the
Christmas celebration and delivery of
Navicajas.
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48
The 20/20 Challenge at EARJ
Andrea Buffara
Escola Americana of Rio de Janeiro
J. F. Rischard, the World Bank’s vice-president for Europe and a concerned global citizen wrote
an eye-opening book called High Noon: 20 Global Problems, 20 Years to Solve Them. Rischard
believes our planet is faced right now with 20 inherently global issues that can be grouped into 3
categories: “global commons” or how we share our planet, social and economic issues of global
concern or how we share our humanity, and legal and regulatory issues. In his book he describes
the different problems and claims that one of the most important challenges we face as a planet is
global problem solving
The National Association of Independent School’s
response to this call to action was to create
Challenge 20/20 an Internet-based program that pairs
classes at any grade level (K-12) from schools in the
U.S. with their counterpart classes in schools in other
countries; together, the teams (of two or three schools)
find local solutions to one of 20 global problems. This
project has been in existence since 2005. We are lucky
this year to be participating as a school.
EARJ’s 7th grade has decided to embrace this challenge. EARJ has paired with St. Francis
Episcopal School in Houston Texas and together we have decided to tackle the issue of poverty.
Our 7th grade teachers, headed by Ms. Dawn Card first semester and Ms. Jennifer Megee second
semester, have gone as far as integrating the issue of poverty within the curriculum; which
actually ties in nicely to our standards and benchmarks in our science and social studies classes.
Our project is being run during advisory class. First semester was spent kicking off the project
and getting ourselves organizationally set up with St. Francis School. Teachers explained the
project in depth and a few Skype meetings took place between schools and research began.
Now, during the second semester the students have been
broken- up into smaller groups and each group is
tackling a specific issue relating to poverty such as:
governance, education, and environment among others;
to research in greater depth. The students at St Francis
are working in parallel. Both groups are working on a
collaborative solution to the problem of poverty. They
49
are using Google Docs to share ideas and come up with one solution per sub group. In addition,
at EARJ, we have invited a series of speakers to come talk to kids about different people that
have made an impact in ameliorating poverty locally in Rio de Janeiro. We want them to
understand that it doesn’t take much to make an impact. Solutions will be presented to an
audience in the near future at EARJ and the best one will be selected to be submitted to the
competition. The focus will be a local solution to a global problem. Our ultimate goal is to
empower students to believe that they can make a difference in the world.
For more information on the project go to:
http://www.nais.org/Articles/Pages/Challenge-20-20.aspx
Here's the link to our Prezi:
http://prezi.com/4kqyazeeqlfq/challenge2020/?utm_campaign=share&utm_medium=copy
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51
Learning from the Differences
Mariana Guzzo
International School of Curitiba
In recent years, autism has become a frequent topic in newspapers, magazines
and education specialized press. In 2013, two of our students with autism
participated in a special series of reports made by Rede Globo (a local TV
channel), which addressed the characteristics of this disorder that, according to
experts, reaches 1 in every 100 people.
Jael Breitschwerdt, Nicholas and Thomas’ mother, telling her experience to ISC
students and explaining what Autism is about
This subject was highlighted after the implementation of Lei nº 12.764, a Brazilian
law that establishes the "National Policy for the Protection of Rights of Persons
with Autism Spectrum Disorder." Approved in December 2012 by President Dilma
Rousseff, the measure ensures autistic people the right to enjoy the same
inclusion policies of disabled people, establishing them the right to study in
mainstream schools from basic to higher education.
Before the law was enacted, it was up to
schools to decide whether or not to accept
students with this condition. Some were against
the inclusion of autistic children, mainly for fear
of their adaptation into the new environment.
Others, however, were receptive from the
beginning, stating that when autistic people
are put in contact with other students some of
their typical problems, such as difficulty to
socialize and interact, can be minimized.
52
Nicholas surrounded by his classmates
Regardless the position of the institution about this issue, now it’s mandatory:
schools in Brazil cannot deny enrolling autistic children in mainstream education
and they shall provide learning and adaptation conditions to all students, even
if they have an atypical development. And that's what we did here at ISC, prior
to this law, when a family from São Paulo came to us more than three years ago
to enroll their two sons, Thomas and Nicholas, both diagnosed with varying
degrees of autism.
"At first we were hesitant to admit them
to our school, but with the help of Maria
Helena Keinert, the head psychologist
and director from “Self-Center” special
school, their teacher aide, as well as
their mother, we were provided with the
assistance and information needed to
deal not only with this particular
condition, but also with diversity as a
whole," said Paul Combs, former ISC
Elementary
Principal.
53
Elementary Principal, Paul Combs in the end of the Autism Day Assembly, and
Nicholas in the back. Accept More, judge less.
We cannot deny that the adaptation of Nicholas, the youngest son of the two
boys, who has a more severe type of autism, was challenging. However, the
combination of socializing activities in the morning at ISC (physical education,
arts and literature) with the development of behavioral skills in the afternoon at
the special school was essential to his progress and adaptation in our school.
Although the family returned to USA in June, 2013, due to a job transfer of the
father, the result was certainly very positive for all ISC students who had the
opportunity to socialize, interact and exchange experiences with their autistic
peers. In addition to recognizing the characteristics and particularities of this
condition, they now know that with respect and affection they can deal with
adversities and, at the same time, learn from the differences.
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Athletics and Activities AT FDR Lima, Peru
Tim Doran – Athletics/Activities Director
At Colegio Roosevelt we believe that Sports and After-School activities can not
only be fun and entertaining, but they can teach important life skills, preparing
children to become responsible, well-balanced adults.
Highlights of our Athletics and After-School Activities programs from fall 2013:
o
Elementary after school activities have organized
30 different student events serving 480
individuals.
o
Middle and High school ASA’s are offering 30
activities to 400 students.
o
SAAC Varsity volleyball- Lincoln, Buenos Aires ,
Sept. 26/27/28 successful trip- Boys 3rd place,
Girls 2nd
o
SAAC Varsity soccer- FDR , Lima, Nov. 7/8/9 160 guests hosted250 players/coaches
/AD’s and support staff- Tech online “live”
streaming, online photo display- twice daily
results updates- FDR teams - 2nd place in both
boys and girls- see FDR main page- Quick linksSAAC Soccer Tournament
o
SAAC Swimming- Nido, Santiago, Nov. 28-Dec. 1sending 25 age group swimmers.
o
Robotics Club traveled to Indonesia for a world
competition- featuring a project design for using
robots in support of Lima archeological site
protection.
o
ADCA ( local Lima Schools association)
participation in Boys juveniles, Boys infantiles, Girls
mayores football, Girls infantiles gymnastics,
Menores B+G Track and Field
o
First Modern Biathlon- Oct. 19 - 40 articipants from
7-45 years of age in a swimming and running
competition.
o
FDR Open Student Tennis tournament Dec. 3-6
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56
The Importance of School Activities
Alex Partos
Escola Americana Do Rio de Janeiro
Each year, schools are involved in fun projects which include the
participation of the entire community. At EARJ we have many special
activities throughout the year which range from our annual Halloween
Celebration through drama and music presentations. We also have activities
which are planned and executed by our senior and junior classes. One of our
favorite activities is the Halloween Celebration that includes a Haunted
House which is sponsored by the Senior Class. With the help of the PTA,
Elementary and Middle schools, and all of the various clubs in school, this
event is meant to bring school and community together. This project is an
example of how students can become involved in an activity which requires
the skills of leadership and responsibility. It is also an activity which gives
students the opportunity to plan, organize, monitor, and execute a large
project. In addition, this event enables students to practice developing skills
such as: leadership, organization, and community service.
Drama – The 39 Steps
Guidance Advisory Council (GAC) New
Student Welcome
The importance of the participation of students in an activity, club or sport
cannot be overstated. For some students, participation in an activity will
bring out their natural skills, while others may discover new potential they did
not realize they had. Natural leaders will emerge; creative students may be
surprised to discover abilities they did not know they had, while others will
know the meaning of teamwork for the first time. In the end, the student’s
efforts will be compensated by the satisfaction they derive from
accomplishing, together with their classmates, a common goal. They will
57
learn to appreciate each other’s skills and talents and will share in the
happiness they bring to their school community, particularly the youngest
members, who will collect memories that will be with them forever.
Service Oriented Students (SOS) Pink Week
As educators, it is also an opportunity to analyze our student’s strengths as
well as areas for improvement, the goal being to help them become
conscious of their abilities and inabilities. In this way, we will be better able to
guide them in the future so that they can transform their shortcomings into
new talents which will help them during their adult lives.
STUCO- Worker’s Christmas Party
Any activity requiring the planning of an important project is an opportunity
to grow, learn, perfect existing skills, develop new skills and enhance
formative development. With unconditional support from teachers, students
can be shown how proud we are of their involvement, dedication, and
participation. Teachers can also motivate those students who would benefit
from being more involved. At EARJ we are committed to all aspects of child
development. These special activities, clubs, and sports are a testimony of
our commitment to students.
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ORIGO Education
www.origoeducation.com
60
PSAT/NMSQT® Exams: More than Just SAT® Prep
Offers free, comprehensive feedback about student performance in reading,
math and writing
Although the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT®)
may have SAT in its title, the tools and resources associated with the test go beyond SAT prep.
Administered annually, the PSAT/NMSQT is a standardized exam that provides an early
indication of a student’s preparedness for university-level work. Each year, approximately 3.5
million secondary school students worldwide participate in the PSAT/NMSQT on the path to
university and career success. Cosponsored by the College Board and the National Merit
Scholarship Corporation (NMSC), the PSAT/NMSQT measures fundamental reading,
mathematics and writing skills and knowledge that students learn in school and that are
necessary to succeed at the postsecondary level.
“The PSAT/NMSQT is an ideal way for students to learn what academic
skills they need to improve so that they can submit their best work to
universities during the admission process,” said Judith Hegedus, Executive
Director of the College Board’s International group.
After the PSAT/NMSQT is administered by schools in October, educators receive the Summary
of Answers and Skills (SOAS), a report that provides a closer, detailed look at students'
academic skills by providing a snapshot of student performance on each PSAT/NMSQT test
question. For each grade level that has at least 10 test-takers, schools receive a SOAS with

Overall performance data: Information about participation, scores, and the
percentage of students who are on track to be college-ready

Skill analysis: Insight into students' performance on the skills measured by each
section of the PSAT/NMSQT, giving a complete picture of relative strengths and
weaknesses

Question analysis: Information about performance on each question, helping
educators pinpoint specific problems their students had when they took the test

Comparable group analysis: Comparisons that help schools identify skill areas
where their students performed below what would be expected for their score profile
61
With this feedback, educators can compare their students’ performance to similar groups of
identical test items to identify skills in need of attention. Schools can also link classroom
activities to the skills measured by the PSAT/NMSQT, focusing on the areas that may need
improvement.
The PSAT/NMSQT Score Report Plus — which is distributed by
secondary schools in December —provides access to My College
QuickStart™, a free, personalized college planning tool developed by the
College Board. Students can sign up for My College QuickStart by using
the unique access code provided on the score report. Features of My
College QuickStart include:

An enhanced score report with each test question, the
student’s answer and the correct answer with explanations;

A customized SAT study plan highlighting skills for review and practice based on
PSAT/NMSQT performance;

Tools to help the student discover potential majors and careers that fit strengths,
interests and personality;

A starter list of colleges to consider based on the student’s indicated choice of
major; and

Access to My AP Potential™, which enables students to view online their
potential to succeed in up to 24 Advanced Placement Exams, get recommendations for
courses related to their intended course of university study, and see which AP Exams
were offered at their school last year.
To learn more about ordering PSAT/NMSQT exams for your students, please visit:
www.collegeboard.org/psateducator
PSAT/NMSQT Essential Facts
The PSAT/NMSQT is a 2 hour and 10 minute exam consisting of five separate sections: two
critical reading sections (25 minutes each), two mathematics sections (25 minutes each) and one
writing skills section (30 minutes).
The fee for the 2014 PSAT/NMSQT exam is $14. Schools outside the U.S. (except U.S.
territories) will be charged an additional $3 for shipping for each test book ordered.
The 2014 PSAT/NMSQT dates are Wednesday Oct. 15 and Saturday Oct. 18.
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AP World History Students Recreate the Sistine Chapel
Colegio Menor San Francisco de Quito
As an assessment of their understanding of the Renaissance, the Advanced Placement (AP)
World History students at Colegio Menor San Francisco de Quito in Ecuador created a new
version of the Sistine Chapel´s ceiling.
First, the class was split into two groups. The students researched Michelangelo’s techniques,
materials, themes and the history behind this masterpiece in order to understand what their task
required. Then, to go along with historical accuracy, each group had to find an authority to
“sponsor” their project, much like the Pope sponsored Michelangelo. Each person within the
group had a special task: accountant, publicist, historian, master painter, and painter. Over the
course of two weeks the groups worked on finding appropriate themes that would have been
relevant during the Renaissance. One team picked more positive themes from the New
Testament; the other picked similar motifs as the ones that Michelangelo used for his own
masterpiece. They also publicized their project through a blog, by putting up posters and sending
emails to teachers inviting them to come see the great unveiling.
When the day finally came, both groups did an outstanding job presenting. There was
Renaissance music, a diverse audience, delicious food and two great works of art: the new
versions of the Sistine Chapel. The students worked hard to demonstrate historical accuracy,
artistic relevance and a profound analysis of the motifs that they had used. Although they
acknowledged that it was a difficult task, they all enjoyed themselves and revealed that more
than 500 years later, the students at Colegio Menor can still be true Renaissance men and
women!
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Educational Alchemy and a Golden Opportunity:
Colegio Roosevelt Receives $50,000 USD Grant for Environmental
Leadership from the Zayed Future Energy Prize
Story by Allana Rumble, Environmental Systems and Society Teacher
Colegio Roosevelt, Lima Peru.
Alchemy (alkɪmi) – Definition - A seemingly magical process of transformation, creation, or
combination (Oxford Dictionary)
Educators are alchemists. Educators create, and
transform, through combination and collaboration.
There are golden opportunities for our students and
our collective future if we can get the science right.
Photo: Colegio Roosevelt representatives Valeria Wu (Gr. 8), Allana Rumble (Sustainability
Manager) and Raquel Herrera (Gr. 12) receive a certificate of appreciation as finalists in the Zayed
Future Energy Prize Global High Schools category at an appreciation ceremony in Abu Dhabi as
part of Sustainability Week. Colegio Roosevelt also received a $50,000USD grant from Her
Highness Shaikha Fatima bint Mubarak, mother of the nation, to use towards Sustainability
initiatives within their school in Peru.
The alchemy in this golden opportunity began when Colegio Roosevelt first learned of the Zayed
Future Energy Prize (ZFEP) from one of our current parents and members of our Green Team,
Yocamille Arditi-Rocha. Our Green Team meets twice a month for coffee and conversation as a
community to discuss how we can improve environmental stewardship within our classes,
school, families, community, region, country and world. She was familiar with the impact the
prize had on motivating students, schools, families and communities to adopt alternative forms
of energy.
The prize itself is named after Sheikh Zayed bin Sultan Al Nahyan, President of the United Arab
Emirates and Ruler of the Emirate of Abu Dhabi. In 1995, The World Wildlife Fund (WWF)
presented its highest conservation award, the Golden Panda, to Sheikh Zayed, marking the first
time in the awards history that it had been bestowed on a head of state. Conservation of the
natural environment was key to Sheikh Zayed, which is a belief that aligns with Colegio
Roosevelt’s own mission statement. Water access is also a shared concern between both the
UAE and our home city of Lima, Peru which is the 2nd largest desert city in the world.
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Photo: Colegio Roosevelt students Raquel Herrera and Valeria Wu reach for the stars in a recent
trip to the United Arab Emirates as finalists in the Zayed Future Energy Prize Global High Schools
Category
Our participation in this Prize has allowed us to focus further on these areas of fusion, where we
are joined, rather than on areas of fission. The creation of this prize showcases that the
development of a sustainable future will be an international effort focused on the youth of today.
We have a need to reduce our focus on borders and boundaries, on pre-conceived ideas and to
open our hearts and minds to forward progress in the development not only of alternative energy
but alternative futures.
The Zayed Future Energy Prize was developed in 2009 in honor of Sheikh Zayed and has an
international reach for inspiration in making change that is shared across continents, cultures and
communities. This is alchemy at its best. The Global High Schools category of the prize started
two years ago and sees up to $100,000 USD awarded annually to one school in each of five
global regions; The Americas, Asia, Africa,
Europe and Oceania to fulfill the projects outlined
within their proposal for finding solutions that
will meet the challenges of climate change,
energy security and the environment. A prize
with this level of generosity has exceptional
transformative powers for schools. The prize also
has categories for NGOs, small business, large
business and Lifetime Achievement.
Photo: Colegio Roosevelt students Raquel Herrera
and Valeria Wu along with the other student finalists from the Zayed Future Energy Prize Global
High Schools category. Schools from Romania, Isle of Man, Somalia, Malawi, USA (Bronx and
Manhattan), Peru, Tonga, Australia, and India were shortlisted in the 2014 competition.
“The future belongs to those who believe in the beauty of their dreams.”
― Eleanor Roosevelt
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While it initially seemed a lofty goal, submitting a ZFEP proposal, fit well with our school’s
desire to emerge as a leader in environmentally sustainable innovation. As sustainability gains
momentum in Peru, we seek to be ambassadors of change and pave the way for other schools to
follow.
Our proposal for the prize involved investing the grant in a diversified set of initiatives that
would consider both economic and environmental responsibility. Our first initiative involved the
expansion of a project implemented in October of 2013 that utilizes solar thermal energy in the
place of natural gas to heat the school pool. This student led initiative
originated as part of a Global Issues Network project and utilized
funds raised from grants from the Roosevelt PTA and SUNY
University (GIN Carbon Offset Grant) to install ten solar thermal
panels. This project is an exemplar of the schools goals with a return
on investment of 6-8 months and anticipated savings of $20,000
USD/annually in addition to a reduction of 75 tons/CO2 annually.
Photo: Solar Thermal Installation at Colegio Roosevelt
Additionally a portion of the Zayed Future Energy Prize grant would be used to install an
experimental set of solar photovoltaic panels to power a block of classrooms and allow for data
collection to determine the scalability of the project based on economic and environmental
savings.
Finally, we proposed that we would convert a portion of our school bus transport system into a
more efficient, less-polluting fleet, by switching from diesel to NGV.
Collectively these initiatives would allow the school to embark upon the establishment of a
Green Revolving Fund. A portion of the funds saved from these initiatives will be placed back
into the fund, thus making it “revolving”. The transformative idea being, sustainable funding
from sustainability initiatives.
Each of these initiatives provides an opportunity for
experimentation, data collection and learning, further transforming our golden opportunity into
educational alchemy.
With a seemingly magical process of collaborative creative input from our Sustainability
Manager, Facilities Manager, Peruvian Director, Superintendent, School leadership, Board, and
Students- Valeria Wu (Gr. 8) and Raquel Herrera (Gr. 12) we completed our application for the
August 5th deadline, crossed our fingers, and hoped that our ingredients for success were present
in perfect ratio.
“A goal is not always meant to be reached, it often serves simply as something to aim at.”
-- Bruce Lee
Alchemy is not easy. Prize winning submissions must contain the following key attributes:
Impact (tangible, measurable, sustainable, educational, and feasible), Innovation (inventive,
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resourceful, creative and perhaps even unconventional), Leadership (student-led, collaborative,
awareness building, wide spread community involvement), Long-term Vision (on-going
commitment to sustainability and global stewardship).
In addition to the strict criteria involved there is a four tiered process of selection and elimination
involving a distinct review committee, selection committee and jury deciding the final winners.
This year some of the experts reviewing our application included; Executive Director, Energy
and Climate, Energy Access Initiative, United Nations Foundation, Richenda Van Leeuwen,
Co-Founder, Forum for the Future, Jonathon Porritt, Inaugural Fellow, Center on Global
Energy Policy, Columbia University, David Sandalow, President, Republic of Iceland,
Chairman, Zayed
Future
Energy Prize Jury Ólafur Ragnar
Grímsson, and the Forbes listed
self-made
billionaire
and
founder of the Virgin Group, Sir
Richard Branson.
Photo: Colegio Roosevelt students
Valeria Wu (Gr. 8) and Raquel
Herrera receiving a certificate of
appreciation from His Excellency
Ólafur Ragnar Grímsson, president
of the Republic of Iceland and jury
chairman of the Zayed Future
Energy Prize, accompanied by Dr Sultan Ahmed Al Jaber.
ure
Imagine our delight and excitement with the news that arrived in November that we had been
selected as finalists in the Americas Region. Anxiety transformed into joy. Possibility
transformed into reality. Our finalist status also meant that the
ZFEP would send three representatives from Colegio Roosevelt on Abu Dhabi Grand Mosque
an all expense paid trip to Abu Dhabi for the January 20th, 2014
Grand Award Ceremony where the winners of each category would
be announced. This trip was a transformative experience. Most
importantly our cultural understanding of a different part of the
world was expansive. While visiting the exceptionally beautiful
place of peace that is the Abu Dhabi Grand Mosque, touring the
futuristic Masdar City, or savoring the decadence of the Emirates Palace, we exposed our hearts
and minds to a different way of being. We need to develop solutions to global climate change as
a global community. Our participation in the prize as finalists allowed us to meet our fellow
alchemists from around the world, fellow students, and educators who believe that our future
begins now.
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“Education is our passport to the future, for tomorrow belongs
to the people who prepare for it today.” ― Malcolm X
Schools hold a unique role within communities. Students hold a unique role within societies.
When a student proves that not only is change possible, but exciting, transformative and
rewarding hope in the future for the whole community expands. There is a ripple effect that is
difficult to measure in being part of solution development. Even though the effort and
commitment needed to develop this project has been considerable it has been one of the most
worthwhile expenditures of effort the Roosevelt community has ever made.
This alchemy did not happen overnight. The transformative process has been, and will continue
to be a long one. A detailed list of some of our collective sustainability actions may be found
here
on
our
Green
Schools
Alliance
Featured
Schools
page:
http://www.greenschoolsalliance.org/featuredschoolpage/zayed-prize-finalist-colegio-franklindelano-roosevelt
“Students are not only the future, they are the right now. With a generation of informed
and empowered youth there is hope for a better society. Students are innovative, creative
learners. Their thoughts are flexible and their optimism is strong. This is what we need.
Their skills for collaboration are inspirational. They do not see the boundaries or
limitations that their predecessors may. I invest time in teaching because of the promise of
“return on investment” they provide. Each student represents a golden opportunity for
educational alchemy.”— Allana Rumble.
The deadline for submissions for the 2015 Zayed Future Energy Prize is July 14th, 2014. Further
information on how to apply may be found at
https://www.zayedfutureenergyprize.com/en/application-process/faq/.
We plan to apply. I strongly encourage your school to consider creating a proposal as well.
Alchemy is addictive. Change is irresistible. Our quest for
transformation continues and there is much work to be
done. The UN Climate talks for 2014 will be hosted in
Lima, Peru from December 1-12, 2014. There is significant
opportunity to transform an event known for inaction into
one of resolution. How can AASSA exemplify unification
and vision through this golden opportunity? Send your ideas
to [email protected]. Watch this space for news of a student parallel conference.
Photo: Team Colegio Roosevelt (Raquel Herrera, Allana Rumble (teacher), and Valeria Wu) at
Shams 1 -the world's largest Concentrated Solar Power (CSP) Plant in the world near Abu Dhabi,
UAE. The group visited the plant during a field trip as part of their Sustainability Week
experiences during the Zayed Future Energy Prize.
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Kinder Students Serve the Community
Colegio Menor San Francisco de Quito
The kindergarten classes at Colegio Menor San Francisco de Quito in Ecuador have been
actively participating in community service and most recently participated in a project with a
local Senior Citizen Center that benefits from regular support from the school’s students,
teachers and parents. The center was built last year with funds raised by the Lower School
students during a Walk-a-Thon.
The kinder visit was a wonderful way to end the students’ unit of study on plants. As one of the
culminating activities, the children transplanted geraniums, daisies and other flowering plants
donated by their parents into pots provided by the school. The students then brought the plants to
the Senior Center and shared a snack and music with the elderly.
To start off the visit, the kinder choir sang some jazzy songs that got everyone’s hands clapping.
The senior citizens then offered up a song of their own. Students, senior citizens, parents and
teachers brought the mini-concert to a close with a boisterous and heartwarming version of Los
pollitos dicen.
After the presentation, the kinder children, along with teachers and parents, passed out
sandwiches, fruit and juice. The children then joined the senior citizens to share a moment
together eating their snacks and getting to know each other.
The visit to the Senior Center visit helped Colegio Menor’s kinder students get acquainted with
their neighbors and showed them the importance of contributing to the community. The school
will continue to work hard to deepen the children’s appreciation for community involvement.
In this photo, Colegio Menor kinder students share songs with the members of the Senior Center
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Fostering Entrepreneurial Spirit
ISM, Quito
ISM is an International School located in the North of Quito forging a new generation of
responsible, socially and environmental aware leaders. These leaders possess a lifelong
entrepreneurial spirit and an attitude that has positive far reaching consequences for the future.
ISM joined forces with Junior Achievement Worldwide back in 2005 to nurture an
entrepreneurial spirit, applying in its curriculum the JA Company Program, which gives students
the opportunity to learn through hands on experience. The benefits of entrepreneurial learning
are multifaceted; it can, from a young age, awaken entrepreneurial spirit and can foster a positive
attitude towards independence, risk-taking and learning from failure.
The commitment of ISM students has earned them recognition at the national and international
arena.
YEAR
COMPANY
GENERAL
MANAGER
RECOGNITIONS AND
AWARDS NATIONALLY
2005-2006
Candynela
JAHidratomix
JA
JERICOH
AVILES
JONATHAN
ALCIVAR
CREATIVITY AWARD
2006-2007
Linku JA
MELISSA
CARDENAS
COMMITMENT AWARD
2008-2009
Mume JA
JESSICA
BECERRA
1ST PLACE COMPANY OF
THE YEAR
FINANCE AWARD
2ND PLACE COMPANY OF
THE YEAR
2009-2010
Juggly JA
BRIANA
GARGUREVICH
FINANCE AWARD
CORPORATE IMAGE
AWARD
1ST PLACE COMPANY OF
THE YEAR
2010-2011
Uywa JA
NICOLE
VALENCIA
RECOGNITION AND
AWARDS
INTERNATIONALLY
CORPORATE IMAGE
AWARD
70
2ND PLACE COMPANY OF
THE YEAR in LATIN
AMERICA (RIO DE
JANEIRO DEC 2010)
FEDEX ACCESS AWARD
2ND PLACE COMPANY OF
THE YEAR in LATIN
AMERICA (BOGOTA NOV
2011)
FEDEX ACCESS AWARD
YEAR
COMPANY
GENERAL
MANAGER
RECOGNITIONS AND
AWARDS NATIONALLY
1ST PLACE COMPANY OF
THE YEAR
2011-2012
Sikili JA
ISAAC VEGA
2012-2013
Munay JA
MARIA JOSE
PINO
2013-2014
Quinin JA
JAVIER
TOAPANTA
COPORATE IMAGE
AWARD
2ND PLACE COMPANY OF
THE YEAR FINANCE
AWARD
IN PROGRESS
JUGGLY Regional December 2010
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RECOGNITION AND
AWARDS
INTERNATIONALLY
1ST PLACE COMPANY
OF THE YEAR in LATIN
AMERICA (URUGUAY
NOV 2012)
UYWA Regional November 2012
S
SIKILI Regional November 2012
MUNAY National 2nd Place May 2013
72
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Olympic Reading Challenge
By Emily Cave, Literacy Coach
Elementary Students at Colegio
Internacional Puerto La Cruz
(CIPLC) are participating in a
unique
reading
challenge.
Students spent their first semester
working on choosing “good-fit”
books and becoming voracious
readers. They have successfully
met both goals and are ready for
something more! Their second
semester challenge is to broaden
their horizons by reading 12 books
Students sign up to join the challenge
by at least 5 different authors and
write a review of those books.
Inspired by the Sochi Winter Olympics, students who complete 12 book reviews will receive a
gold medal, 8 a silver medal, and 4 a bronze.
The real challenge here is to
move beyond just finishing a
book, but for students to
analyze what they read. Can
they recognize the author’s
message? Are they able to give
consideration to whether or not
others would benefit from
reading the book? We want our
students not only reading
voraciously, but critically. This
is how people read and think
about reading in the world
outside the classroom.
S
Students follow progress on a luge track
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We are using this challenge to highlight the school library as a bridge between the classroom and
students’ public reading life. Now that our students are proficient at choosing “good-fit” books,
we want them to be able to search any library in the world and find books that are a good fit for
them personally. Independently finding a book in a library that is not too challenging or too
easy—as well as interesting or inspiring—can be quite a different experience than within the
classroom.
Another aspect of the library as a bridge to students’ public reading lives is social media. Social
media has become a staple of our daily lives. We want our students to experience living their
literate life in connection with authentic pieces of their future life outside of school, such as
social media. Through the Follett Destiny book review process, our students have an opportunity
to learn how to navigate and contribute to social media responsibly. The next time you search for
a book in your school’s Follett Destiny catalog, you may see a review from one of our CIPLC
elementary students!
Figure 1 Sample student review from Follett Destiny
The End!
Articles for the final AASSA Newsletter of the academic year
are due by
Friday, May 16th.
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