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Year: 2022

Embracing Diversity

This week we had the privilege to join Adriana Irazabal once again. Adriana is from Venezuela, she is 33 years old with Cerebral Palsy. Our Academic Coordinator, Ms. Viera,  worked with this valuable lady at a younger age, and put our school in contact with her through a virtual meeting, evidence of using the silverlining the pandemic left us.

As part of the Respect Campaign, the 6th students had a conversation with her and this week 12th grade students joined her via Zoom.

This charismatic young woman told us about her life, her experiences, her dreams and how she has managed to achieve them. She told us that it hasn’t always been easy since diversity is not always welcomed, but she also shared that we set so many of the limits ourselves without considering what we can acheive if we work hard. Adriana’s motto is “make lemonade with the lemons you got” so breaking barriers and against all odds, she graduated from high school, trained as a presenter, actress and dancer. And as if all of this is not enough, she wrote a book that she successfully sells on Amazon.

A true inspiration!

Thank you Adriana for your generosity in sharing your life with us!

Embracing Diversity

This week we had the privilege to join Adriana Irazabal once again. Adriana is from Venezuela, she is 33 years old with Cerebral Palsy. Our Academic Coordinator, Ms. Viera,  worked with this valuable lady at a younger age, and put our school in contact with her through a virtual meeting, evidence of using the silverlining the pandemic left us.

As part of the Respect Campaign, the 6th students had a conversation with her and this week 12th grade students joined her via Zoom.

This charismatic young woman told us about her life, her experiences, her dreams and how she has managed to achieve them. She told us that it hasn’t always been easy since diversity is not always welcomed, but she also shared that we set so many of the limits ourselves without considering what we can acheive if we work hard. Adriana’s motto is “make lemonade with the lemons you got” so breaking barriers and against all odds, she graduated from high school, trained as a presenter, actress and dancer. And as if all of this is not enough, she wrote a book that she successfully sells on Amazon.

A true inspiration!

Thank you Adriana for your generosity in sharing your life with us!

Olimpiadas de Ortografía

Ms. Lourdes Batista, who has led the Spanish Spelling Contest (Olimpiadas de Ortografía) has given us an interview with some insight to this event that has been taking place in school with the participation of students from from 1st to 6th grade.

Its objective is to preserve the correct writing of the words, respecting the rules of spelling and accentuation. The department is committed to ensuring that students are able to write Spanish (the first language for the vast majority) correctly, placing great emphasis on the rules of accentuation. It is important to know the great results and enthusiasm that we have achieved for our students, they see this as a great challenge, increasing their interest in paying attention to the spelling rules.

When a child stands in front of the jury, they must be clear about the rules of the contest, which means that they must have: self-control, confidence and the great challenge of accepting that they can win or lose, which also challenges us to prepare them emotionally. It has been a great experience to watch the camaraderie and empathy among them, supporting others when they fail, affirming the bonds of friendship.

This year we had the opportunity to see foreign students participate and even win second place in the contest. We are very grateful for the results obtained in the academic and socio-emotional components of this activity.

Olimpiadas de Ortografía

Ms. Lourdes Batista, who has led the Spanish Spelling Contest (Olimpiadas de Ortografía) has given us an interview with some insight to this event that has been taking place in school with the participation of students from from 1st to 6th grade.

Its objective is to preserve the correct writing of the words, respecting the rules of spelling and accentuation. The department is committed to ensuring that students are able to write Spanish (the first language for the vast majority) correctly, placing great emphasis on the rules of accentuation. It is important to know the great results and enthusiasm that we have achieved for our students, they see this as a great challenge, increasing their interest in paying attention to the spelling rules.

When a child stands in front of the jury, they must be clear about the rules of the contest, which means that they must have: self-control, confidence and the great challenge of accepting that they can win or lose, which also challenges us to prepare them emotionally. It has been a great experience to watch the camaraderie and empathy among them, supporting others when they fail, affirming the bonds of friendship.

This year we had the opportunity to see foreign students participate and even win second place in the contest. We are very grateful for the results obtained in the academic and socio-emotional components of this activity.

Secondary School Literacy Contest

Interview to Ms. Porchik, Department Head of English Language Arts following the celebration of the Secondary School Literacy Contest in conjunction with the Spanish Department headed by Ms. Peralta. 

Could you please share the objective of the event and how would you assess it? 

The objective of the Literary Contest is to incentivize and encourage creative writing. The idea came from Ms. Dorca and initially it was performed within her Spanish class and over time has extended to ELA and Spanish departments. The works are assessed by each teacher according to their standards and what kind of writing they decide to work on with their group. 

Have you seen more interest in a certain genre? 

Students tend to get more engrossed in writing when it is creative (typically narratives and poems). 

Were there any novelties to this year’s contest? 

This year I noticed how proud students felt to be present at the ceremony .Those also were so positive toward each other and celebrated each other’s achievements in writing. I really loved the feedback aspect of this Literary Contest because the students really glowed when they received meaningful positive feedback from the community. 

Something caught your attention in the works presented this year? 

The level of expression that was shown in the groups that chose to do poems really impressed me. 

How would you describe Ashton readers and writers? 

Ashton readers and writers are expressive. They love to be creative and be given opportunities to develop their creativity.

Anything in particular you may want to share that would reinforce the importance of hosting this type of activity? 

Being able to recognize and honor student work as a school is a very powerful way of reinforcing all of the hard work and effort students put into the classroom.

How can parents encourage participation? Or should it be left to self motivation? 

Parents can ask to read their students’ work at home and give them positive feedback. Recognition of our students’ hard work is a great way to motivate. 

 

7th Grade

1st  place- Juan Diego Cortina, “Los video-zombis”
2nd place- Juan Diego Lexama, “Roberto el detective”
3rd place – Lourdes bravo, “7 horas de sobrevivencia”
4th place – Amalia Florentino, “Nunca te rindas”
5th place – Rodrigo Camejo, “Deseos de nadador”

8th Grade

1st Place: “Water Water” by Michel Abreu Cerda
2nd Place: “The Beauty of Nature” by Ana Isabel Reynoso.
3rd Place: “Fear” by Gabriel Burgos Silfa
4th Place: A Life Scar by Jorge Amado Méndez Velóz
5th Place: The After Life by Marianna López Sánchez

9th Grade

1st Place: *Cambiaste mi vida* por Amelia de Dios
2nd Place *Te amo* por Sofía Díaz
3rd Place.*Querida* por Samuel de Jesús
4th Place.*Admirándote* por Sebastian Maco
5th Place. *Mi amor* por Isabella D’Alessandro

10th Grade

1st. “Fake Smiles of Politicians” by Esteban Castillo
2nd. “Green” by Nelson Bello
3rd. “For My Deceased Darling” by Mia Valentina Garcia 
4th. “The Final Embrace” by Andrew Nutter
5th. “Nothing But Blood Inside It’s Walls” by Manuel Jose Pena

11th Grade

1st place, Ana Bendek, La Silla de ruedas
2nd place, Daniella Rosario, La Hacienda de la Casa Villalobos
3rd place,  Sofía Ureña, Aventuras a través de la pantalla
4th place, Pedro Olavarrieta, El Dorado
5th place, María Fernanda Caraballo, A Ciegas

Secondary School Literacy Contest

Interview to Ms. Porchik, Department Head of English Language Arts following the celebration of the Secondary School Literacy Contest in conjunction with the Spanish Department headed by Ms. Peralta. 

Could you please share the objective of the event and how would you assess it? 

The objective of the Literary Contest is to incentivize and encourage creative writing. The idea came from Ms. Dorca and initially it was performed within her Spanish class and over time has extended to ELA and Spanish departments. The works are assessed by each teacher according to their standards and what kind of writing they decide to work on with their group. 

Have you seen more interest in a certain genre? 

Students tend to get more engrossed in writing when it is creative (typically narratives and poems). 

Were there any novelties to this year’s contest? 

This year I noticed how proud students felt to be present at the ceremony .Those also were so positive toward each other and celebrated each other’s achievements in writing. I really loved the feedback aspect of this Literary Contest because the students really glowed when they received meaningful positive feedback from the community. 

Something caught your attention in the works presented this year? 

The level of expression that was shown in the groups that chose to do poems really impressed me. 

How would you describe Ashton readers and writers? 

Ashton readers and writers are expressive. They love to be creative and be given opportunities to develop their creativity.

Anything in particular you may want to share that would reinforce the importance of hosting this type of activity? 

Being able to recognize and honor student work as a school is a very powerful way of reinforcing all of the hard work and effort students put into the classroom.

How can parents encourage participation? Or should it be left to self motivation? 

Parents can ask to read their students’ work at home and give them positive feedback. Recognition of our students’ hard work is a great way to motivate. 

 

7th Grade

1st  place- Juan Diego Cortina, “Los video-zombis”
2nd place- Juan Diego Lexama, “Roberto el detective”
3rd place – Lourdes bravo, “7 horas de sobrevivencia”
4th place – Amalia Florentino, “Nunca te rindas”
5th place – Rodrigo Camejo, “Deseos de nadador”

8th Grade

1st Place: “Water Water” by Michel Abreu Cerda
2nd Place: “The Beauty of Nature” by Ana Isabel Reynoso.
3rd Place: “Fear” by Gabriel Burgos Silfa
4th Place: A Life Scar by Jorge Amado Méndez Velóz
5th Place: The After Life by Marianna López Sánchez

9th Grade

1st Place: *Cambiaste mi vida* por Amelia de Dios
2nd Place *Te amo* por Sofía Díaz
3rd Place.*Querida* por Samuel de Jesús
4th Place.*Admirándote* por Sebastian Maco
5th Place. *Mi amor* por Isabella D’Alessandro

10th Grade

1st. “Fake Smiles of Politicians” by Esteban Castillo
2nd. “Green” by Nelson Bello
3rd. “For My Deceased Darling” by Mia Valentina Garcia 
4th. “The Final Embrace” by Andrew Nutter
5th. “Nothing But Blood Inside It’s Walls” by Manuel Jose Pena

11th Grade

1st place, Ana Bendek, La Silla de ruedas
2nd place, Daniella Rosario, La Hacienda de la Casa Villalobos
3rd place,  Sofía Ureña, Aventuras a través de la pantalla
4th place, Pedro Olavarrieta, El Dorado
5th place, María Fernanda Caraballo, A Ciegas

Drill Season: Drop, Cover and Hold

As part of our crisis management plan, we have been and will continue to conduct

earthquake drills over the months to come. These drills are designed to prepare all

students and adults to react quickly and in an orderly and safe manner during the onset of an emergency.

 

Based on the recommendations of all the leading crisis management agencies and in

consultation with our structural engineers, we are instructing students to follow the

“Drop, Cover and Hold On” procedure while at school.

 

Based on a study of the ground on which the school is constructed, and in accordance

with what the leading crisis management agencies say, it is more likely for injuries to

occur during an earthquake from objects falling down around them rather than from a

total collapse of the building. However, we urge that for responses at home, you

determine what is most appropriate based on your surroundings, ground studies, types of construction, among other factors.

DROP, COVER AND HOLD PROCEDURES

Protect Yourself During an Earthquake…Drop, Cover, and Hold On! 

 

  • DROP down onto your hands and knees (before the earthquakes knocks you down). This position protects you from falling but allows you to still move if necessary.
  • COVER your head and neck (and your entire body if possible) under a sturdy table or desk. If there is no shelter nearby, only then should you get down near an interior wall (or next to low-lying furniture that won’t fall on you), and cover your head and neck with your arms and hands.
  • HOLD ON to your shelter (or to your head and neck) until the shaking stops. Be prepared to move with your shelter if the shaking shifts it around.

 

Once it is safe to move, students will be instructed to evacuate the building using the

routes that have been studied and practiced. They will assemble in a predetermined

assembly area and await further instructions from school personnel.

If an earthquake occurs while outside of buildings, adults and students are encouraged to move to open spaces away from buildings, trees and exposed wires and to drop to the ground and cover their heads and the back of their necks with their arms.

 

If you have questions or suggestions you are welcome to send an email to

acoordinator@tas.edu.do. We also encourage you to view the information on the

following link for further guidance.

http://www.ready.gov/earthquakes

 

Sincerely,

 Ashton School

Drill Season: Drop, Cover and Hold

As part of our crisis management plan, we have been and will continue to conduct

earthquake drills over the months to come. These drills are designed to prepare all

students and adults to react quickly and in an orderly and safe manner during the onset of an emergency.

 

Based on the recommendations of all the leading crisis management agencies and in

consultation with our structural engineers, we are instructing students to follow the

“Drop, Cover and Hold On” procedure while at school.

 

Based on a study of the ground on which the school is constructed, and in accordance

with what the leading crisis management agencies say, it is more likely for injuries to

occur during an earthquake from objects falling down around them rather than from a

total collapse of the building. However, we urge that for responses at home, you

determine what is most appropriate based on your surroundings, ground studies, types of construction, among other factors.

DROP, COVER AND HOLD PROCEDURES

Protect Yourself During an Earthquake…Drop, Cover, and Hold On! 

 

  • DROP down onto your hands and knees (before the earthquakes knocks you down). This position protects you from falling but allows you to still move if necessary.
  • COVER your head and neck (and your entire body if possible) under a sturdy table or desk. If there is no shelter nearby, only then should you get down near an interior wall (or next to low-lying furniture that won’t fall on you), and cover your head and neck with your arms and hands.
  • HOLD ON to your shelter (or to your head and neck) until the shaking stops. Be prepared to move with your shelter if the shaking shifts it around.

 

Once it is safe to move, students will be instructed to evacuate the building using the

routes that have been studied and practiced. They will assemble in a predetermined

assembly area and await further instructions from school personnel.

If an earthquake occurs while outside of buildings, adults and students are encouraged to move to open spaces away from buildings, trees and exposed wires and to drop to the ground and cover their heads and the back of their necks with their arms.

 

If you have questions or suggestions you are welcome to send an email to

acoordinator@tas.edu.do. We also encourage you to view the information on the

following link for further guidance.

http://www.ready.gov/earthquakes

 

Sincerely,

 Ashton School

ASPAS Family Fun Day

General Information

Date: November 19th, 2022

Time: 10:00 a.m. – 4:00 p.m.

Place: Ashton Sports Complex

Entrance fee: RD$250.00 (Free for Ashton students)

Special Offer: Pre-sale price of RD$200.00 for those purchasing tickets from the High School students.

Description:

The Family Fun Day is an event organized by the Parents’ Association (ASPAS) to promote the integration of the Ashton families in an environment where everyone may find an activity to enjoy. Our Athletic Department organizes games where parents and students participate. Alumni are welcomed to join. Friends and families are also welcomed to attend, prior purchase of their entrance tickets through the Ashton High School students.

Food and beverage will be available, most suppliers may be paid with credit cards. The list of suppliers and the prices will be shared closer to the event date.

Check this video to get a feeling of our last Family Fun Day, which was hosted in Semester 2, last school year due to the health protocols we observed during the pandemic.

ASPAS Family Fun Day

General Information

Date: November 19th, 2022

Time: 10:00 a.m. – 4:00 p.m.

Place: Ashton Sports Complex

Entrance fee: RD$250.00 (Free for Ashton students)

Special Offer: Pre-sale price of RD$200.00 for those purchasing tickets from the High School students.

Description:

The Family Fun Day is an event organized by the Parents’ Association (ASPAS) to promote the integration of the Ashton families in an environment where everyone may find an activity to enjoy. Our Athletic Department organizes games where parents and students participate. Alumni are welcomed to join. Friends and families are also welcomed to attend, prior purchase of their entrance tickets through the Ashton High School students.

Food and beverage will be available, most suppliers may be paid with credit cards. The list of suppliers and the prices will be shared closer to the event date.

Check this video to get a feeling of our last Family Fun Day, which was hosted in Semester 2, last school year due to the health protocols we observed during the pandemic.

Ashton response to Fiona

Durante la semana pasada convocamos a la comunidad Ashton para ayudar a los afectados por el huracán Fiona y nos encontramos con reacciones positivas, acciones de liderazgo, y corazones listos para proveer cualquier ayuda necesaria. Estoy muy orgullosa al ver esta iniciativa estudiantil dedicada a asistir a individuos afectados por el paso del huracán y me llena de felicidad ver a una comunidad unirse para la causa mayor de ayudar a los demás. Sobre todo, estoy muy agradecida del club YOUTH IN ACTION que planeó rápidamente dicha recaudación de forma eficiente. Este club nos recordó del gran impacto que cada uno de nosotros puede hacer a su alrededor y que todo con una planificación se puede alcanzar. Confiamos que esta primera actividad será acompañada por muchas más con propósitos iguales de nobles y espero que esta sea de ejemplo para la comunidad que nos rodea. Nuestras oraciones están con los afectados del huracán Fiona esperando que sus comunidades sean reconstruidas pronto.
-María José Brea
Presidenta del Club de Leadership
17 años

Ashton response to Fiona

Durante la semana pasada convocamos a la comunidad Ashton para ayudar a los afectados por el huracán Fiona y nos encontramos con reacciones positivas, acciones de liderazgo, y corazones listos para proveer cualquier ayuda necesaria. Estoy muy orgullosa al ver esta iniciativa estudiantil dedicada a asistir a individuos afectados por el paso del huracán y me llena de felicidad ver a una comunidad unirse para la causa mayor de ayudar a los demás. Sobre todo, estoy muy agradecida del club YOUTH IN ACTION que planeó rápidamente dicha recaudación de forma eficiente. Este club nos recordó del gran impacto que cada uno de nosotros puede hacer a su alrededor y que todo con una planificación se puede alcanzar. Confiamos que esta primera actividad será acompañada por muchas más con propósitos iguales de nobles y espero que esta sea de ejemplo para la comunidad que nos rodea. Nuestras oraciones están con los afectados del huracán Fiona esperando que sus comunidades sean reconstruidas pronto.
-María José Brea
Presidenta del Club de Leadership
17 años

Ashton won 3 categories of the Total Energies art contest

Yesterday, Ashton students received from TOTAL Energies the prize for being finalists in three categories of the art contest they hosted inspired in road safety.

 

We have been informed that the judges were impressed with the works presented by Ashton students in terms of the creativity displayed, their understanding of the theme and how they managed to convey the message of safety and social responsibility.

 

The 5 finalists were:
The Ashton School
10 – 11 years
The Ashton School
12 – 13 years
The Ashton School
14 – 15 years
Saint John, La Romana
14 – 15 years
Fundación Abriendo Caminos
14 – 15 years

 

 

 

 

The three Ashton groups were:
Grupo 1 ( The heart on the road )
1. Sienna Gigante
2. Rodrigo Camejo
3. Mila Calventi
4. Ximena Llibre

 

Group 2 ( Life does count )

1. Amelia de Dios
2. Valentina Baboun
3. Hannah Brea

 

Group 3 ( Just an instant )
1. Marianna Guzman-Desangles
2. Mia Valentina Garcia
3. Sophia Skibo
4. Maria F. Garcia

 

What’s next?

The students work will be presented before a jury in France where international institutions will also present their proposals.

The final prize would be a trip to France! Oh! La La!

Ashton won 3 categories of the Total Energies art contest

Yesterday, Ashton students received from TOTAL Energies the prize for being finalists in three categories of the art contest they hosted inspired in road safety.

 

We have been informed that the judges were impressed with the works presented by Ashton students in terms of the creativity displayed, their understanding of the theme and how they managed to convey the message of safety and social responsibility.

 

The 5 finalists were:
The Ashton School
10 – 11 years
The Ashton School
12 – 13 years
The Ashton School
14 – 15 years
Saint John, La Romana
14 – 15 years
Fundación Abriendo Caminos
14 – 15 years

 

 

 

 

The three Ashton groups were:
Grupo 1 ( The heart on the road )
1. Sienna Gigante
2. Rodrigo Camejo
3. Mila Calventi
4. Ximena Llibre

 

Group 2 ( Life does count )

1. Amelia de Dios
2. Valentina Baboun
3. Hannah Brea

 

Group 3 ( Just an instant )
1. Marianna Guzman-Desangles
2. Mia Valentina Garcia
3. Sophia Skibo
4. Maria F. Garcia

 

What’s next?

The students work will be presented before a jury in France where international institutions will also present their proposals.

The final prize would be a trip to France! Oh! La La!

Job Opportunity: Secondary School Science Teacher

Description

The Secondary School Science program consists of Earth and Space Sciences, Biology, Chemistry and Physics in grades 7-12.  Of these, the specific grade levels to be taught will be determined after considering applications for employment. 

The Ashton School Science curriculum is informed by the U.S. Next Generation of Science Standards (NGSS), integrates Biblical  themes/Throughlines, complies with Dominican curricular requirements, and allows students to engage in more experiential  and experimental learning. 

We believe students need to have an understanding that there are theories and understandings in science that are accepted and considered required knowledge for college and further advanced work. 

They must come to understand any possible tension between faith and science and be able to dialogue about these as appropriate.

We look forward to meeting teachers who are passionate about inspiring the minds and transforming the hearts of students they are blessed to serve.

ONLINE APPLICATION FORM

Job Opportunity: Secondary School Science Teacher

Description

The Secondary School Science program consists of Earth and Space Sciences, Biology, Chemistry and Physics in grades 7-12.  Of these, the specific grade levels to be taught will be determined after considering applications for employment. 

The Ashton School Science curriculum is informed by the U.S. Next Generation of Science Standards (NGSS), integrates Biblical  themes/Throughlines, complies with Dominican curricular requirements, and allows students to engage in more experiential  and experimental learning. 

We believe students need to have an understanding that there are theories and understandings in science that are accepted and considered required knowledge for college and further advanced work. 

They must come to understand any possible tension between faith and science and be able to dialogue about these as appropriate.

We look forward to meeting teachers who are passionate about inspiring the minds and transforming the hearts of students they are blessed to serve.

ONLINE APPLICATION FORM

Job Opportunity: High School English Language Arts Teacher

Description

The High School English Language Arts program consists of World Literature, American Literature,  British Literature, and AP English Language and Composition.  The addition of AP English Literature and Composition will open a vacancy in the department.

Teachers also take on one weekly Elective class and one weekly Advisory class. The Elective class is designed in accordance with the teacher’s interests and abilities. Advisory period gives students opportunities to connect with the teacher as well as cover essential life skills.

The teacher should be a follower of Jesus Christ as Lord and Savior and have a passion for leading and teaching students through a biblical worldview.

We look forward to meeting teachers who are passionate about inspiring the minds and transforming the hearts of students they are blessed to serve.

ONLINE APPLICATION FORM

Job Opportunity: High School English Language Arts Teacher

Description

The High School English Language Arts program consists of World Literature, American Literature,  British Literature, and AP English Language and Composition.  The addition of AP English Literature and Composition will open a vacancy in the department.

Teachers also take on one weekly Elective class and one weekly Advisory class. The Elective class is designed in accordance with the teacher’s interests and abilities. Advisory period gives students opportunities to connect with the teacher as well as cover essential life skills.

The teacher should be a follower of Jesus Christ as Lord and Savior and have a passion for leading and teaching students through a biblical worldview.

We look forward to meeting teachers who are passionate about inspiring the minds and transforming the hearts of students they are blessed to serve.

ONLINE APPLICATION FORM

Job Opportunity: High School Math and Technology Teacher

Description

The High School Math program consists of Geometry (grade 9), Algebra II (grade 10), Financial Math (grade 10), Trigonometry (grade 11), Statistics and Probability (grade 11), Calculus (grade 12), and AP Calculus.

The vacancy will be to teach a combination of one or two of these subjects, along with technology integration. Teachers also take on one weekly Elective class and one weekly Advisory class.

The Elective class is designed in accordance with the teacher’s interests and abilities. Advisory period gives students opportunities to connect with the teacher as well as cover essential life skills.

The teacher should be a follower of Jesus Christ as Lord and Savior and have a passion for leading and teaching students through a biblical worldview.

We look forward to meeting teachers who are passionate about inspiring the minds and transforming the hearts of students they are blessed to serve.

ONLINE APPLICATION FORM

Job Opportunity: High School Math and Technology Teacher

Description

The High School Math program consists of Geometry (grade 9), Algebra II (grade 10), Financial Math (grade 10), Trigonometry (grade 11), Statistics and Probability (grade 11), Calculus (grade 12), and AP Calculus.

The vacancy will be to teach a combination of one or two of these subjects, along with technology integration. Teachers also take on one weekly Elective class and one weekly Advisory class.

The Elective class is designed in accordance with the teacher’s interests and abilities. Advisory period gives students opportunities to connect with the teacher as well as cover essential life skills.

The teacher should be a follower of Jesus Christ as Lord and Savior and have a passion for leading and teaching students through a biblical worldview.

We look forward to meeting teachers who are passionate about inspiring the minds and transforming the hearts of students they are blessed to serve.

ONLINE APPLICATION FORM

How Expeditionary Learning solved a University Project

This past winter a group of University of Southern Florida (USF) students, led by Alumni Robert Sang, approached the Ashton school with an opportunity.  The group of students were part of Engineering Without Borders and had a problem.  A multi-year project had been put on pause during the pandemic and it was their job to bring it back to life.  The big issue?  The students were not allowed to travel due to both Visa and University restrictions.  So the group of students based and stuck in Florida were now in charge of a project already established in both Bolivia and Miches, Dominican Republic.  Robert Sang had an idea.

Enter Ashton school. Robert Sang presented his alma mater with the chance for a partnership.  The USF students could teach and coach the Ashton students on how to perform real life Engineering practice while working with rainwater catchment systems.  An immediate connection was made with the 9th grade Earth Science class who was already discussing water and the various ways it impacts and is impacted by earth and humans.  A partnership was formed and the 9th graders would go on to learn from and work with these University students.

The weeks leading up to the trip included video calls with the University students and many many many emails between the project coordinators as they problem solved on the fly.  The earth science class got to see first hand what the Engineering students do in everyday life.  They were able to not only get training, but also ask questions about university and life as an engineering student.  As the trips arrived students were prepped to test water, engage with the community, and report back the data which will be used to gauge the performance of these rain water catchment systems.

Throughout the project, the students also got to learn about Miramar, a small community (barrio) sitting on the hillsides just on the outskirts of Miches.  On certain streets you could see the turquoise ocean and strips of white sands far off in the distance.  Along the winding dirt and rock paths were built small houses, many no bigger than the average persons living room.  In the whole community there was only one source of running water.  A small hose across the street from the colmado, letting out just a weak stream.  The fading blue community center had old desks, wooden benches, and a dirt floor.  But the community itself was filled with vibrant people and led by a Don who helped the students locate everything they needed.  The systems were located in 6 spots throughout the community, each collecting water from rain that falls down the roof and into PVC pipe.  The pipes then flows down into a tinaco where residents can access the water for cleaning, washing, and other household uses.

The highlight of the project was the Miches Trip itself.  The students were broken up into two trips.  First the A section, then the B section.  Both groups gathered water from each of the 5 rain water catchment systems.  (The 6th system had been disassembled as the roof was going to be replaced.)  This water pulled from each tinaco was then brought back to the lab where tests were done to determine bacteria and metal levels as well as pH.  In the trip, Ashton Students engaged community members with surveys to get a better understanding of how they obtain water, how well the systems are working, and various other helpful information.  Instruction manuals and maintenance logs were also shared by students with owners of the homes where the Water catchment systems were located.  Locations for new future rain water catchment systems was also made by students as they walked around the community   And to conclude the trip, students shared sodas with the community members who were able to be present.

Looking forward, we hope to expand and improve the Miches trip.  We came in blind but we came out happy with what we were able to do given the circumstances and limited previous knowledge.  In the next few years we look to be able to have the USF engineering students join us and give in person training.  Our hope is also to expand the number of systems with the help of the Engineering students.  While we for sure hope to be able to spend more time doing science and engineering in future trips, the community was very welcoming and we hope to be able to spend more time getting to know them and creating a partnership on a personal level.

How special it has been to see this verse come to life in this project:

7 “Keep on asking, and you will receive what you ask for. Keep on seeking, and you will find. Keep on knocking, and the door will be opened to you. 8 For everyone who asks, receives. Everyone who seeks, finds. And to everyone who knocks, the door will be opened. Matthew 7:7-8

How Expeditionary Learning solved a University Project

This past winter a group of University of Southern Florida (USF) students, led by Alumni Robert Sang, approached the Ashton school with an opportunity.  The group of students were part of Engineering Without Borders and had a problem.  A multi-year project had been put on pause during the pandemic and it was their job to bring it back to life.  The big issue?  The students were not allowed to travel due to both Visa and University restrictions.  So the group of students based and stuck in Florida were now in charge of a project already established in both Bolivia and Miches, Dominican Republic.  Robert Sang had an idea.

Enter Ashton school. Robert Sang presented his alma mater with the chance for a partnership.  The USF students could teach and coach the Ashton students on how to perform real life Engineering practice while working with rainwater catchment systems.  An immediate connection was made with the 9th grade Earth Science class who was already discussing water and the various ways it impacts and is impacted by earth and humans.  A partnership was formed and the 9th graders would go on to learn from and work with these University students.

The weeks leading up to the trip included video calls with the University students and many many many emails between the project coordinators as they problem solved on the fly.  The earth science class got to see first hand what the Engineering students do in everyday life.  They were able to not only get training, but also ask questions about university and life as an engineering student.  As the trips arrived students were prepped to test water, engage with the community, and report back the data which will be used to gauge the performance of these rain water catchment systems.

Throughout the project, the students also got to learn about Miramar, a small community (barrio) sitting on the hillsides just on the outskirts of Miches.  On certain streets you could see the turquoise ocean and strips of white sands far off in the distance.  Along the winding dirt and rock paths were built small houses, many no bigger than the average persons living room.  In the whole community there was only one source of running water.  A small hose across the street from the colmado, letting out just a weak stream.  The fading blue community center had old desks, wooden benches, and a dirt floor.  But the community itself was filled with vibrant people and led by a Don who helped the students locate everything they needed.  The systems were located in 6 spots throughout the community, each collecting water from rain that falls down the roof and into PVC pipe.  The pipes then flows down into a tinaco where residents can access the water for cleaning, washing, and other household uses.

The highlight of the project was the Miches Trip itself.  The students were broken up into two trips.  First the A section, then the B section.  Both groups gathered water from each of the 5 rain water catchment systems.  (The 6th system had been disassembled as the roof was going to be replaced.)  This water pulled from each tinaco was then brought back to the lab where tests were done to determine bacteria and metal levels as well as pH.  In the trip, Ashton Students engaged community members with surveys to get a better understanding of how they obtain water, how well the systems are working, and various other helpful information.  Instruction manuals and maintenance logs were also shared by students with owners of the homes where the Water catchment systems were located.  Locations for new future rain water catchment systems was also made by students as they walked around the community   And to conclude the trip, students shared sodas with the community members who were able to be present.

Looking forward, we hope to expand and improve the Miches trip.  We came in blind but we came out happy with what we were able to do given the circumstances and limited previous knowledge.  In the next few years we look to be able to have the USF engineering students join us and give in person training.  Our hope is also to expand the number of systems with the help of the Engineering students.  While we for sure hope to be able to spend more time doing science and engineering in future trips, the community was very welcoming and we hope to be able to spend more time getting to know them and creating a partnership on a personal level.

How special it has been to see this verse come to life in this project:

7 “Keep on asking, and you will receive what you ask for. Keep on seeking, and you will find. Keep on knocking, and the door will be opened to you. 8 For everyone who asks, receives. Everyone who seeks, finds. And to everyone who knocks, the door will be opened. Matthew 7:7-8

Expeditionary Learning: The Stock Exchange

Ashton is committed to engaging students in deeper and transformative learning though Expeditionary Learning (EL) experiences. This year the pilot program began with the Seniors deep diving into the world of the Stock Exchange.

Throughout this project, students learned about what it means to be a biblical steward, how to make smart investments, and the importance of investing. This culminated with a presentations to the 11th graders, parents, and staff where the Seniors shared their learning experiences.

The presentation took place after students completed a 10 week program called the Stock Market Game, which is an online stock market simulator that is synced to two brokerages in the United States: NASDAQ and the New York Stock Exchange. Each group was given $100,000 virtual USD to trade and invest, with the goal of earning that greatest amount of return on investment.

We are excited about how this learning experience will enrich our student’s education today and in preparation for life beyond high school.

Expeditionary Learning: The Stock Exchange

Ashton is committed to engaging students in deeper and transformative learning though Expeditionary Learning (EL) experiences. This year the pilot program began with the Seniors deep diving into the world of the Stock Exchange.

Throughout this project, students learned about what it means to be a biblical steward, how to make smart investments, and the importance of investing. This culminated with a presentations to the 11th graders, parents, and staff where the Seniors shared their learning experiences.

The presentation took place after students completed a 10 week program called the Stock Market Game, which is an online stock market simulator that is synced to two brokerages in the United States: NASDAQ and the New York Stock Exchange. Each group was given $100,000 virtual USD to trade and invest, with the goal of earning that greatest amount of return on investment.

We are excited about how this learning experience will enrich our student’s education today and in preparation for life beyond high school.

Copa Rica ESports 2022

Nuestro colegio ha sido invitado a la Copa Rica ESports 2022 que nos convoca a participar en las siguientes modalidades:

 

– Rocket League

– FIFA 22

– 2K22

 

En cada modalidad habrán las siguientes categorías:

 

– Categoría 1: de 12 a 18 años Sub 18

Categoría A: Sub 18, para nacidos a partir del 1 de enero del 2004. Se permitirá una excepción para el caso de un jugador nacido en 2003.

 

– Categoría 2: de 7 a 11 años

Categoría B: Sub 12, para nacidos a partir del 1 de enero del 2010.

 

En las siguientes fechas:

 

Fase Online:

9-19 de mayo de 2022.

 

● Top 4 Presencial: 21 de mayo de 2022.

Rocket League:

Los equipos deben estar constituidos por cuatro (4) jugadores [tres (3) titulares y un (1) suplente)].
La fase online consta de dos (2) etapas, la primera consiste en una fase de  grupos Round Robin al mejor de tres (3) partidos en la que avanzarán los primeros dos (2) lugares de cada grupo. Luego estos pasarán a un bracket de eliminación directa en el que se enfrentarán en encuentros al mejor de tres (3) partidos.
Reglas:
– Formato de competición: 3v3.
– Plataformas: PS5, PS4, Xbox One, Xbox Series X, Nintendo Switch, PC.
– La fase presencial será jugada en PC. Los participantes podrán llevar sus periféricos si así lo desean, el organizador proveerá audífonos, controles y teclados.
– Los jugadores deberán tener una cuenta activa de Epic Games, poseer una copia legítima de Rocket League y tener un gamertag válido para los organizadores (sin palabras obscenas, alusivas a cualquier insulto racial o de cualquier índole.)

FIFA 22:

Estos equipos deberán ser conformados por dos (2) integrantes, y cada integrante deberá tener una participación mínima de un (1) partido durante el torneo.
– Formato de competición: 1v1
– Plataformas: PS5, PS4.
– La fase presencial será jugada en PS5. Los participantes podrán llevar sus periféricos si así lo desean, el organizador proveerá audífonos y controles.
– Los jugadores deberán tener una cuenta activa de EA Sports / PlayStation Network, poseer una copia legítima de FIFA 22 y tener un gamertag válido para los organizadores (sin palabras obscenas, alusivas a cualquier insulto racial o de cualquier índole.)

NBA 2K22
Estos equipos deberán ser conformados por dos (2) integrantes, y cada integrante deberá tener una participación mínima de un (1) partido durante el torneo.
– Formato de competición: 1v1
– Plataformas: PS5, PS4.
– La fase presencial será jugada en PS5. Los participantes podrán llevar sus periféricos si así lo desean, el organizador proveerá audífonos y controles.

Para los interesados en inscribirse favor ver a Mr. Pina en el Dream Maker Lab para más detalles, los interesados serán inscritos en orden de llegada.

Cada colegio tiene la oportunidad de participar con dos equipos.

Copa Rica ESports 2022

Nuestro colegio ha sido invitado a la Copa Rica ESports 2022 que nos convoca a participar en las siguientes modalidades:

 

– Rocket League

– FIFA 22

– 2K22

 

En cada modalidad habrán las siguientes categorías:

 

– Categoría 1: de 12 a 18 años Sub 18

Categoría A: Sub 18, para nacidos a partir del 1 de enero del 2004. Se permitirá una excepción para el caso de un jugador nacido en 2003.

 

– Categoría 2: de 7 a 11 años

Categoría B: Sub 12, para nacidos a partir del 1 de enero del 2010.

 

En las siguientes fechas:

 

Fase Online:

9-19 de mayo de 2022.

 

● Top 4 Presencial: 21 de mayo de 2022.

Rocket League:

Los equipos deben estar constituidos por cuatro (4) jugadores [tres (3) titulares y un (1) suplente)].
La fase online consta de dos (2) etapas, la primera consiste en una fase de  grupos Round Robin al mejor de tres (3) partidos en la que avanzarán los primeros dos (2) lugares de cada grupo. Luego estos pasarán a un bracket de eliminación directa en el que se enfrentarán en encuentros al mejor de tres (3) partidos.
Reglas:
– Formato de competición: 3v3.
– Plataformas: PS5, PS4, Xbox One, Xbox Series X, Nintendo Switch, PC.
– La fase presencial será jugada en PC. Los participantes podrán llevar sus periféricos si así lo desean, el organizador proveerá audífonos, controles y teclados.
– Los jugadores deberán tener una cuenta activa de Epic Games, poseer una copia legítima de Rocket League y tener un gamertag válido para los organizadores (sin palabras obscenas, alusivas a cualquier insulto racial o de cualquier índole.)

FIFA 22:

Estos equipos deberán ser conformados por dos (2) integrantes, y cada integrante deberá tener una participación mínima de un (1) partido durante el torneo.
– Formato de competición: 1v1
– Plataformas: PS5, PS4.
– La fase presencial será jugada en PS5. Los participantes podrán llevar sus periféricos si así lo desean, el organizador proveerá audífonos y controles.
– Los jugadores deberán tener una cuenta activa de EA Sports / PlayStation Network, poseer una copia legítima de FIFA 22 y tener un gamertag válido para los organizadores (sin palabras obscenas, alusivas a cualquier insulto racial o de cualquier índole.)

NBA 2K22
Estos equipos deberán ser conformados por dos (2) integrantes, y cada integrante deberá tener una participación mínima de un (1) partido durante el torneo.
– Formato de competición: 1v1
– Plataformas: PS5, PS4.
– La fase presencial será jugada en PS5. Los participantes podrán llevar sus periféricos si así lo desean, el organizador proveerá audífonos y controles.

Para los interesados en inscribirse favor ver a Mr. Pina en el Dream Maker Lab para más detalles, los interesados serán inscritos en orden de llegada.

Cada colegio tiene la oportunidad de participar con dos equipos.

Who am I in God?

Elementary students have seen the question “Who am I in God?”and have had a chance to talk about the answers to it in the Workshops with Mr. Edwin, our former Character Education teacher and current Wellness Coach at our school.

The story of the creation of man was presented in a language that Elementary students may relate to, to show how God made us in His image and likeness, but sin keeps us away from our Lord. The students were shown the story through illustrations on the board, portraying our disobedience as evidence of the sin in us.

As they are exposed to Bible truths they come to understand that God’s design is good, because God is good. Therefore, we must return to that good nature. There is an image of God in everyone, that dignifies everyone. That is why we are to observe the Golden Rule.

When we go to Matthew 7:12 we find:

Students discussed how their lives would be more harmonious if they embrace this principle for their lives.

If I like to be respected, then I have to start by respecting others. If I like others to be nice to me, I have to be nice first.

As parents and teachers, we are to reinforce the identity of our children as bearers of the image of God. We are to balance the truth of our divine nature with the reality of sin in our world. We are to accompany the young ones to understand the reality of sin and its consequences in our lives from an early age so that the appropriate actions can be taken in order to address the most profound need we all have: the need of a Savior who restores our communion with God. Once that communion is restored, our sins forgiven, we are truly free to live a life that honors God and brings the satisfactions that our souls crave and our hearts desire.

For resources to expand on these topics, feel free to write us at: ashton@tas.edu.do  specify your grade level and you will receive special material from our Book Club Coordinator that will be useful for your family’s faith to grow.

Who am I in God?

Elementary students have seen the question “Who am I in God?”and have had a chance to talk about the answers to it in the Workshops with Mr. Edwin, our former Character Education teacher and current Wellness Coach at our school.

The story of the creation of man was presented in a language that Elementary students may relate to, to show how God made us in His image and likeness, but sin keeps us away from our Lord. The students were shown the story through illustrations on the board, portraying our disobedience as evidence of the sin in us.

As they are exposed to Bible truths they come to understand that God’s design is good, because God is good. Therefore, we must return to that good nature. There is an image of God in everyone, that dignifies everyone. That is why we are to observe the Golden Rule.

When we go to Matthew 7:12 we find:

Students discussed how their lives would be more harmonious if they embrace this principle for their lives.

If I like to be respected, then I have to start by respecting others. If I like others to be nice to me, I have to be nice first.

As parents and teachers, we are to reinforce the identity of our children as bearers of the image of God. We are to balance the truth of our divine nature with the reality of sin in our world. We are to accompany the young ones to understand the reality of sin and its consequences in our lives from an early age so that the appropriate actions can be taken in order to address the most profound need we all have: the need of a Savior who restores our communion with God. Once that communion is restored, our sins forgiven, we are truly free to live a life that honors God and brings the satisfactions that our souls crave and our hearts desire.

For resources to expand on these topics, feel free to write us at: ashton@tas.edu.do  specify your grade level and you will receive special material from our Book Club Coordinator that will be useful for your family’s faith to grow.

Egg Hunt and Fun Day for our Gators Club Family

Our extracurricular world provides children from our school and from the outside community with fun and safe activities to enjoy every afternoon through the Gators Club.
The Gators Club is glad to invite to a very special day of activities inspired in the celebration of Easter:
Click here if interested in attending

For more information do not hesitate to contact the Gators Club through their Instagram Account by Direct Message (@gatorsc).

Egg Hunt and Fun Day for our Gators Club Family

Our extracurricular world provides children from our school and from the outside community with fun and safe activities to enjoy every afternoon through the Gators Club.
The Gators Club is glad to invite to a very special day of activities inspired in the celebration of Easter:
Click here if interested in attending

For more information do not hesitate to contact the Gators Club through their Instagram Account by Direct Message (@gatorsc).

Middle Schoolers became developers of Apps

7th graders developed Apps with the use of the coding language skills they have been introduced.

The apps used commands to take the user through Trivia style questions. Topics included relevant and age appropriate themes such as sports, the universe or entertainment.

 

It is not surprising to see how skillful our Middle Schoolers are as we read the following chart from a resource consulted recently from the Axis Organization :

Our challenge is to use these characteristics for building up the character and academic skills in a positive way in order to benefit the student.

Interesting to understand this:

Middle Schoolers became developers of Apps

7th graders developed Apps with the use of the coding language skills they have been introduced.

The apps used commands to take the user through Trivia style questions. Topics included relevant and age appropriate themes such as sports, the universe or entertainment.

 

It is not surprising to see how skillful our Middle Schoolers are as we read the following chart from a resource consulted recently from the Axis Organization :

Our challenge is to use these characteristics for building up the character and academic skills in a positive way in order to benefit the student.

Interesting to understand this:

Math Honors: Seniors during an optimization practice

Our 12th grade Math Honors students are able to construct a mathematical model using systems of equations, systems of inequalities and matrices to solve these application problems algebraically. Afterwards they apply technology, in particular, Microsoft Excel to create formulas and functions to confirm their solutions.

Many applications in business and economics involve a process called optimization, in which you are asked to find the minimum or maximum value of a quantity. In a free market, the demands for many products are related to the prices of the products. As the prices decrease, the demands by consumers increase and the amounts that producers are able or willing to supply decrease. These two related concepts economists call consumer surplus and producer surplus.

Network analysis, Kirchhoff’s point and loop rules plays an important role in electrical engineering. In recent years, the concepts and tools of network analysis have been found to be useful in many other fields, such as information theory and the study of transportation systems. The following analysis of traffic flow through a road network during the peak period illustrates how systems of linear equations with many solutions can arise in practice.

Math Honors: Seniors during an optimization practice

Our 12th grade Math Honors students are able to construct a mathematical model using systems of equations, systems of inequalities and matrices to solve these application problems algebraically. Afterwards they apply technology, in particular, Microsoft Excel to create formulas and functions to confirm their solutions.

Many applications in business and economics involve a process called optimization, in which you are asked to find the minimum or maximum value of a quantity. In a free market, the demands for many products are related to the prices of the products. As the prices decrease, the demands by consumers increase and the amounts that producers are able or willing to supply decrease. These two related concepts economists call consumer surplus and producer surplus.

Network analysis, Kirchhoff’s point and loop rules plays an important role in electrical engineering. In recent years, the concepts and tools of network analysis have been found to be useful in many other fields, such as information theory and the study of transportation systems. The following analysis of traffic flow through a road network during the peak period illustrates how systems of linear equations with many solutions can arise in practice.

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