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Career Week: Sports

Can a passion for sports lead to a rewarding career path filled with excitement, challenges, and countless victories both on and off the field?

Sports careers are on the rise! More and more students dream of scoring winning goals, managing top-tier athletes, or analyzing game strategies. The sports industry offers a diverse range of fulfilling opportunities.

Taking into account secondary students top three choices, our Guidance Department committed to finding some very special guests. They have many “wins” in common. But we can also say they endured losses as well. These guests are all resilient. They have sacrificed a lot to achieve the recognitions that adorn their profile pictures.

Mario Melvin Soto:

Hall of Fame pitcher for the Cincinnati Reds from 1977 through 1988. With a total of 1449 strikeouts, he is still remembered as the pitcher with both a hard fastball and the circle changeup.

Mr. Soto was the coach for the Dominican Team in the World Classic in 2009, and was the President of the National Baseball Federation for more than 20 years.

In 2001, Mr. Soto was inducted into the Cincinnati Reds Hall of Fame and Museum.

Daphne Heyaime:

Ashton Alumni, and a Newberry College graduate.

As Daphne steps back onto campus, she shared about her college journey, both on and off the field. She also shared tales of triumphs, challenges, and the unforgettable moments that shaped her college experience. Her stories are inspirational.

Michelle Valdez:

Esteemed alumni, North Florida University Graduate.

Michelle Valdez is always ready to serve up inspiration! We heard about her incredible journey both on and off the court. Her dedication, resilience, and achievements always set the bar high. Her passion for tennis has translated into her professional career as educator.

Career Week: Sports

Can a passion for sports lead to a rewarding career path filled with excitement, challenges, and countless victories both on and off the field?

Sports careers are on the rise! More and more students dream of scoring winning goals, managing top-tier athletes, or analyzing game strategies. The sports industry offers a diverse range of fulfilling opportunities.

Taking into account secondary students top three choices, our Guidance Department committed to finding some very special guests. They have many “wins” in common. But we can also say they endured losses as well. These guests are all resilient. They have sacrificed a lot to achieve the recognitions that adorn their profile pictures.

Mario Melvin Soto:

Hall of Fame pitcher for the Cincinnati Reds from 1977 through 1988. With a total of 1449 strikeouts, he is still remembered as the pitcher with both a hard fastball and the circle changeup.

Mr. Soto was the coach for the Dominican Team in the World Classic in 2009, and was the President of the National Baseball Federation for more than 20 years.

In 2001, Mr. Soto was inducted into the Cincinnati Reds Hall of Fame and Museum.

Daphne Heyaime:

Ashton Alumni, and a Newberry College graduate.

As Daphne steps back onto campus, she shared about her college journey, both on and off the field. She also shared tales of triumphs, challenges, and the unforgettable moments that shaped her college experience. Her stories are inspirational.

Michelle Valdez:

Esteemed alumni, North Florida University Graduate.

Michelle Valdez is always ready to serve up inspiration! We heard about her incredible journey both on and off the court. Her dedication, resilience, and achievements always set the bar high. Her passion for tennis has translated into her professional career as educator.

Dominican Night

Dominican Night

Ashton joins the Mambo!

5th grade students danced to the tune of Mambo 23 from @juanluisguerra during the opening of the Dominican Week.

Ashton joins the Mambo!

5th grade students danced to the tune of Mambo 23 from @juanluisguerra during the opening of the Dominican Week.

Mi Corazón Dominicano

Third grade students composed “Mi Corazón Dominicano”, a song highlighting the Dominican heritage celebrated during the month of February.

The lyrics resulted from the Spanish Language Arts lessons on rhyme. Students organized their ideas, and once put together, it rendered a beautiful merengue.

We are especially thankful for Mr. Aguilar who was in charge of the music arrangements, Ms. Beislyn who took over the choreography and Ms. Abreu as coordinator of the project. What a blessing to count with so much talent!

Lyrics:

1
¡Qué lindo es este país!
Lleno de alegría, mucha gente feliz, bailando merengue y bachata,
y disfrutando de bellas playas.
2
Siempre con cariños nos saludamos,
y nos decimos “¿Qué lo qué mi hermano?” Los buhoneros en la calle gritando:
“¡Amarillo, amarillo los plátanos!”
3
En la comida somos campeones, comiendo yaniqueques, salami y tostones. un buen mofongo y un mangú,
que con chicarrones disfrutas tú.
4
Y no se puede quedar el sancocho,
un arroz blanco, habichuela y pollo.
Y en los postre el dulce ’e coco
que es más bueno que cualquier bizcocho

Qué bonito es,
agradecido es,
tan alegre es,
mi corazón dominicano.
Qué bonito es,
agradecido es,
tan alegre es,
mi corazón dominicano.
5
No hay para mi más bonito lugar, hermosos paisajes para disfrutar, inmensas playas y montañas como el Pico Duarte y Punta Cana.
6
Tenemos un clima privilegiado con mucho calor todo el año, pero en Cosntanza y Jarabacoa ese friito es otra cosa.

7
Valoramos nuestra historia
de mezcla, batallas y victorias.
que recordamos en la Zona Colonial y al nuestros próceres celebrar
8
Aquí disfrutamos de to’
Y por eso nos aman los turistas
En esta tierra bendecida por Dios, todos somos unos artistas.
Qué bonito es,
Agradecido es,
Tan alegre es,
Mi corazón dominicano.
Qué bonito es,
Agradecido es,
Tan alegre es,
Mi corazón dominicano.

Mi Corazón Dominicano

Third grade students composed “Mi Corazón Dominicano”, a song highlighting the Dominican heritage celebrated during the month of February.

The lyrics resulted from the Spanish Language Arts lessons on rhyme. Students organized their ideas, and once put together, it rendered a beautiful merengue.

We are especially thankful for Mr. Aguilar who was in charge of the music arrangements, Ms. Beislyn who took over the choreography and Ms. Abreu as coordinator of the project. What a blessing to count with so much talent!

Lyrics:

1
¡Qué lindo es este país!
Lleno de alegría, mucha gente feliz, bailando merengue y bachata,
y disfrutando de bellas playas.
2
Siempre con cariños nos saludamos,
y nos decimos “¿Qué lo qué mi hermano?” Los buhoneros en la calle gritando:
“¡Amarillo, amarillo los plátanos!”
3
En la comida somos campeones, comiendo yaniqueques, salami y tostones. un buen mofongo y un mangú,
que con chicarrones disfrutas tú.
4
Y no se puede quedar el sancocho,
un arroz blanco, habichuela y pollo.
Y en los postre el dulce ’e coco
que es más bueno que cualquier bizcocho

Qué bonito es,
agradecido es,
tan alegre es,
mi corazón dominicano.
Qué bonito es,
agradecido es,
tan alegre es,
mi corazón dominicano.
5
No hay para mi más bonito lugar, hermosos paisajes para disfrutar, inmensas playas y montañas como el Pico Duarte y Punta Cana.
6
Tenemos un clima privilegiado con mucho calor todo el año, pero en Cosntanza y Jarabacoa ese friito es otra cosa.

7
Valoramos nuestra historia
de mezcla, batallas y victorias.
que recordamos en la Zona Colonial y al nuestros próceres celebrar
8
Aquí disfrutamos de to’
Y por eso nos aman los turistas
En esta tierra bendecida por Dios, todos somos unos artistas.
Qué bonito es,
Agradecido es,
Tan alegre es,
Mi corazón dominicano.
Qué bonito es,
Agradecido es,
Tan alegre es,
Mi corazón dominicano.

Harvard Public Forum Debate

A delegation of Ashton students participated in the Harvard National Speech and Debate Tournament-Public Forum Debate Competition.

They prepared to debate on the topic: The United States federal government should ban single-use plastics. Our teams were registered as Junior Varsity, debating 6 rounds during the weekend. It was a very challenging experience, where only 12% of the participants pass to the quarter finals.

How this event becomes such an enriching experience regardless of the results:

Forensics (speech & debate) offers a unique and rewarding mix of academic and extracurricular opportunities that provide a wide range of benefits to students, whether they learn the basics and are occasional competitors or become experts in an event and compete in a tournament.  No matter their level of involvement and commitment, there is a format of debate beneficial for every student. Students who participate in speech & debate learn a variety of skills that are directly transferable to a wide range of academic and real-world situations.  For starters, all formats of speech & debate teach the vital skill of public speaking, useful to a student for the confidence to speak up to answer a question or in making a presentation in front of a class, or later in life as a professional who has a busy slate of meetings, press releases and pitches. 

Debater students met every week for one hour or two hours.  Sometimes our students find themselves being overwhelmed with school work and extracurricular activities (clubs, sports, etc.) To be part of the debate program requires discipline,  debate is an extremely rigorous activity, demanding near-endless amounts of time and energy from its participants. Our debate coaches are Leyti De Los Santos, Alexia Pimentel, María José Brea, and Laura Vásquez.

“My Harvard experience was pretty good! I knew it would be a challenge yet my partner and I tried our best. It was interesting to see how different every judge is and how you have to adapt to their likings. Along with the learning I gained from the debate, I also appreciate the international friends I made throughout the debates.”  -María Andrea Herrera

Harvard Public Forum Debate

A delegation of Ashton students participated in the Harvard National Speech and Debate Tournament-Public Forum Debate Competition.

They prepared to debate on the topic: The United States federal government should ban single-use plastics. Our teams were registered as Junior Varsity, debating 6 rounds during the weekend. It was a very challenging experience, where only 12% of the participants pass to the quarter finals.

How this event becomes such an enriching experience regardless of the results:

Forensics (speech & debate) offers a unique and rewarding mix of academic and extracurricular opportunities that provide a wide range of benefits to students, whether they learn the basics and are occasional competitors or become experts in an event and compete in a tournament.  No matter their level of involvement and commitment, there is a format of debate beneficial for every student. Students who participate in speech & debate learn a variety of skills that are directly transferable to a wide range of academic and real-world situations.  For starters, all formats of speech & debate teach the vital skill of public speaking, useful to a student for the confidence to speak up to answer a question or in making a presentation in front of a class, or later in life as a professional who has a busy slate of meetings, press releases and pitches. 

Debater students met every week for one hour or two hours.  Sometimes our students find themselves being overwhelmed with school work and extracurricular activities (clubs, sports, etc.) To be part of the debate program requires discipline,  debate is an extremely rigorous activity, demanding near-endless amounts of time and energy from its participants. Our debate coaches are Leyti De Los Santos, Alexia Pimentel, María José Brea, and Laura Vásquez.

“My Harvard experience was pretty good! I knew it would be a challenge yet my partner and I tried our best. It was interesting to see how different every judge is and how you have to adapt to their likings. Along with the learning I gained from the debate, I also appreciate the international friends I made throughout the debates.”  -María Andrea Herrera

Harvard Model United Nations

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Harvard Model United Nations

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Debate Camp

For many, coming back after the Christmas holidays is challenging in itself. For Ashton debaters, it was marked by the Debate Camp given by Dr. Joseph Schatz, PhD, hosted in our school from January 9th to January 12th, 2024. 

“Dr. Joseph Schatz, PhD, is the Director of Debate at Binghamton University where he teaches courses out of the English Department on Media & Politics, Argumentative Theory, and Community Building Through Debate. His debate program has consistently been ranked in the top ten in the United States for the past two decades and was ranked first in the nation in 2009. He has published articles on debate and pedagogy, environmental activism, critical animal studies, parenting and pop culture, as well as technology and apocalypse. He lives in Upstate New York with his wife and two kids.” (www.binghamton.edu) 

This debate camp is evidence of how the school commits to develop the four C’s of 21st Century Education: Critical thinking/problem solving/analyzing, and considering multiple perspectives, Communication, Collaboration and Creativity/Innovation skills.

During the workshop, where students from different levels of experience in the debate forums met, Dr. Schatz took the group through the basics of debate: How to give impact analysis, how to adapt to different audiences, as well as strategies to improve public speaking. Each lesson included both a lecture in addition to an activity where students were able to practice what they learned and internalize the lecture by putting their knowledge into action.

In addition to these lessons, students were also introduced to the Public Forum debate topic that would be addressed during the Harvard competition.  Students also watched a demo debate and participated in two debates on the topic. 

Take-away thoughts from participants:

“The mini-camp with Mr. Joe was very educational and enjoyable. We learned many different skills for debating such as reading in reverse and practiced debating with many different themes in fun and exciting ways.”

– Nickolas Rivera, 9th grade. 

“I learned a lot from this camp not only for my future debates but also how to negotiate in real-life situations. I learned techniques for debate that have been very useful and I also learned different ways to communicate my arguments better. I would love to participate in this camp next year not only because I learned a lot but I also got to meet people from other grades and I made new friends because of this camp.”

– Miranda Taveras, 8th grade

“The main takeaway for me from the debate camp in January was the invaluable opportunity to enhance my critical thinking skills, refine my argumentation techniques, and collaborate effectively within a team. Additionally, the camp provided a platform for me to expand my knowledge on various topics and engage in meaningful discussions with peers who share a passion for debate. As for whether I would like to be chosen again for that camp in January 2025. Participating in the camp was a transformative experience that not only enriched my understanding of debate but also fostered personal growth and development. I believe that returning to the camp would allow me to continue building upon the skills and insights gained previously, while also contributing to the vibrant exchange of ideas within the debate community. Some effective collaboration within debate teams leads to successful teamwork, mutual support, and the achievement of common goals during practice sessions and competitions.”  

– Beatrice Rangel, 11th grade.

“My takeaway was how we were taught how to be better which may sound pretty cliché but things such as reading books fast, from beginning to end, or even saying watermelon in between each word, and we cannot forget the slide show presentations about the basics of arguments and ethos, pathos and logos helped a lot! As well as the constant debates we would have and how we would have to improvise with the information we got in a short amount of time and try our best to debate why what we chose was better. Finally, I cannot leave out how it prepared me and my teammates for the Harvard Debate by working on the topic and simulating a debate.”

– María Andrea Herrera, 11th grade

Debate Camp

For many, coming back after the Christmas holidays is challenging in itself. For Ashton debaters, it was marked by the Debate Camp given by Dr. Joseph Schatz, PhD, hosted in our school from January 9th to January 12th, 2024. 

“Dr. Joseph Schatz, PhD, is the Director of Debate at Binghamton University where he teaches courses out of the English Department on Media & Politics, Argumentative Theory, and Community Building Through Debate. His debate program has consistently been ranked in the top ten in the United States for the past two decades and was ranked first in the nation in 2009. He has published articles on debate and pedagogy, environmental activism, critical animal studies, parenting and pop culture, as well as technology and apocalypse. He lives in Upstate New York with his wife and two kids.” (www.binghamton.edu) 

This debate camp is evidence of how the school commits to develop the four C’s of 21st Century Education: Critical thinking/problem solving/analyzing, and considering multiple perspectives, Communication, Collaboration and Creativity/Innovation skills.

During the workshop, where students from different levels of experience in the debate forums met, Dr. Schatz took the group through the basics of debate: How to give impact analysis, how to adapt to different audiences, as well as strategies to improve public speaking. Each lesson included both a lecture in addition to an activity where students were able to practice what they learned and internalize the lecture by putting their knowledge into action.

In addition to these lessons, students were also introduced to the Public Forum debate topic that would be addressed during the Harvard competition.  Students also watched a demo debate and participated in two debates on the topic. 

Take-away thoughts from participants:

“The mini-camp with Mr. Joe was very educational and enjoyable. We learned many different skills for debating such as reading in reverse and practiced debating with many different themes in fun and exciting ways.”

– Nickolas Rivera, 9th grade. 

“I learned a lot from this camp not only for my future debates but also how to negotiate in real-life situations. I learned techniques for debate that have been very useful and I also learned different ways to communicate my arguments better. I would love to participate in this camp next year not only because I learned a lot but I also got to meet people from other grades and I made new friends because of this camp.”

– Miranda Taveras, 8th grade

“The main takeaway for me from the debate camp in January was the invaluable opportunity to enhance my critical thinking skills, refine my argumentation techniques, and collaborate effectively within a team. Additionally, the camp provided a platform for me to expand my knowledge on various topics and engage in meaningful discussions with peers who share a passion for debate. As for whether I would like to be chosen again for that camp in January 2025. Participating in the camp was a transformative experience that not only enriched my understanding of debate but also fostered personal growth and development. I believe that returning to the camp would allow me to continue building upon the skills and insights gained previously, while also contributing to the vibrant exchange of ideas within the debate community. Some effective collaboration within debate teams leads to successful teamwork, mutual support, and the achievement of common goals during practice sessions and competitions.”  

– Beatrice Rangel, 11th grade.

“My takeaway was how we were taught how to be better which may sound pretty cliché but things such as reading books fast, from beginning to end, or even saying watermelon in between each word, and we cannot forget the slide show presentations about the basics of arguments and ethos, pathos and logos helped a lot! As well as the constant debates we would have and how we would have to improvise with the information we got in a short amount of time and try our best to debate why what we chose was better. Finally, I cannot leave out how it prepared me and my teammates for the Harvard Debate by working on the topic and simulating a debate.”

– María Andrea Herrera, 11th grade

ACCAS Model United Nations

Ashton debaters participated in the ACCAS Model United Nations event last weekend and came back with many awards! Our Head of School, Mrs. Gygax, as Vice-President of ACCAS had the honor to share the opening words.

[Click here to view gallery of photos: https://photos.app.goo.gl/CZ4nzFWwhy2VNiz27]

Opening words:

“Good morning to everyone who is joining us today for this exciting event.
On behalf of the Association of Colombian and Caribbean American Schools, familiarly
known as ACCAS, I want to welcome you to our now, annual ACCAS Model United
Nations encounter. I want to extend a special welcome and a heartfelt word of
congratulations to our honorable delegates from the participating schools. Just being
here today is reason enough for us to say congratulations for being bold enough and
committed enough to take on this challenge and this opportunity. 

I am quite sure that all of you are accustomed to hearing the term ACCAS. Over the
years, we have come together to enjoy sports tournaments, drama and arts festivals,
spelling bees, community service initiatives and more recently, our ACCAS MUN. But
perhaps you have never heard a little bit about what ACCAS, as an association, is
committed to pursuing. So, let me quote just three of the fundamental principles from
the By-Laws that govern our association:
● to promote the concept of International understanding and friendship,
● to promote a partnership between pupils, parents, and faculty of different
nationalities,
● to encourage Interchange and dialogue between member schools

We have truly witnessed the above-mentioned in the variety of events in which we have
engaged as an Association, and I am confident that what will unfold here over the next
two days will allow us to witness interchange, understandings, dialogue, partnerships
and most importantly, friendship, as you work hard to be diplomatic and effective
delegates.
I want to close by acknowledging that none of this would have been possible without
the work of our planning committee. Thank you to our faculty advisors:

  • Paola Pellice (Coord. SMS)
  • Leyti De los Santos (Coord. Ashton)
  • Victoria Luciano (Coord. SCS)

And thank you to the amazing students who form part of the planning committee:
● Ximena González (SCS)
● Salma Hage (SCS)
● Ashley Grullón (SCS)
● Sara Santana (SCS)
● Sofía Lulo (SCS)
● Mariel Kamil (SCS)
● María F. Montes (SCS)
● Gabriel Bretón (SCS)
● Lucía Bisonó (SMS)

May this be a thoroughly rewarding experience for all you as you display diplomacy at its
finest!”

Ashton Awards:

Best Delegation: Spain: Lourdes Bravo e Isabela Lithgow.

Distinguished Delegation: Germany: Miranda Almonte & Myrna Paulino

Best Negotiator: USA: Eric Bello & Thiago Monagas

Best Oratory: Germany: Miranda Almonte y Myrna Paulino

Best Best position Paper: China: Gianna Marcano & María Eugenia Ventura

2023-2024 Participants

We would like to thank all Ashton participants for their dedication and effort in representing the school so well. We hope the knowledge and skills learned continue shaping your minds and hearts:

Spain Commission
Lourdes Bravo
Isabela Lithgow

Germany Commission
Miranda Almonte
Myrna Paulino

Brasil Commission
Miranda Jimenez
Miranda Taveras

China Commission:
Maria Eugenia Ventura
Gianna Marcano

United States Commission:
Eric Bello
Thiago Monagas

Australia Commission:
Dylan Alejo
Diego Gutiérrez

Captain: Manuel Peña
Coaches: Lobsang Mercedes & María José Caminero

ACCAS Model United Nations

Ashton debaters participated in the ACCAS Model United Nations event last weekend and came back with many awards! Our Head of School, Mrs. Gygax, as Vice-President of ACCAS had the honor to share the opening words.

[Click here to view gallery of photos: https://photos.app.goo.gl/CZ4nzFWwhy2VNiz27]

Opening words:

“Good morning to everyone who is joining us today for this exciting event.
On behalf of the Association of Colombian and Caribbean American Schools, familiarly
known as ACCAS, I want to welcome you to our now, annual ACCAS Model United
Nations encounter. I want to extend a special welcome and a heartfelt word of
congratulations to our honorable delegates from the participating schools. Just being
here today is reason enough for us to say congratulations for being bold enough and
committed enough to take on this challenge and this opportunity. 

I am quite sure that all of you are accustomed to hearing the term ACCAS. Over the
years, we have come together to enjoy sports tournaments, drama and arts festivals,
spelling bees, community service initiatives and more recently, our ACCAS MUN. But
perhaps you have never heard a little bit about what ACCAS, as an association, is
committed to pursuing. So, let me quote just three of the fundamental principles from
the By-Laws that govern our association:
● to promote the concept of International understanding and friendship,
● to promote a partnership between pupils, parents, and faculty of different
nationalities,
● to encourage Interchange and dialogue between member schools

We have truly witnessed the above-mentioned in the variety of events in which we have
engaged as an Association, and I am confident that what will unfold here over the next
two days will allow us to witness interchange, understandings, dialogue, partnerships
and most importantly, friendship, as you work hard to be diplomatic and effective
delegates.
I want to close by acknowledging that none of this would have been possible without
the work of our planning committee. Thank you to our faculty advisors:

  • Paola Pellice (Coord. SMS)
  • Leyti De los Santos (Coord. Ashton)
  • Victoria Luciano (Coord. SCS)

And thank you to the amazing students who form part of the planning committee:
● Ximena González (SCS)
● Salma Hage (SCS)
● Ashley Grullón (SCS)
● Sara Santana (SCS)
● Sofía Lulo (SCS)
● Mariel Kamil (SCS)
● María F. Montes (SCS)
● Gabriel Bretón (SCS)
● Lucía Bisonó (SMS)

May this be a thoroughly rewarding experience for all you as you display diplomacy at its
finest!”

Ashton Awards:

Best Delegation: Spain: Lourdes Bravo e Isabela Lithgow.

Distinguished Delegation: Germany: Miranda Almonte & Myrna Paulino

Best Negotiator: USA: Eric Bello & Thiago Monagas

Best Oratory: Germany: Miranda Almonte y Myrna Paulino

Best Best position Paper: China: Gianna Marcano & María Eugenia Ventura

2023-2024 Participants

We would like to thank all Ashton participants for their dedication and effort in representing the school so well. We hope the knowledge and skills learned continue shaping your minds and hearts:

Spain Commission
Lourdes Bravo
Isabela Lithgow

Germany Commission
Miranda Almonte
Myrna Paulino

Brasil Commission
Miranda Jimenez
Miranda Taveras

China Commission:
Maria Eugenia Ventura
Gianna Marcano

United States Commission:
Eric Bello
Thiago Monagas

Australia Commission:
Dylan Alejo
Diego Gutiérrez

Captain: Manuel Peña
Coaches: Lobsang Mercedes & María José Caminero

Donate to Aula HOPE Bazaar

General Information:

For the past 12 years we have coordinated community fundraising efforts for Aula HOPE families as a community service project. The Bazaar was born as an idea with which we can be a blessing to others without incurring expenses in our homes.

We hold the bazaar selling second-hand items at the Aula HOPE facilities (in the Javilla/Los Praditos area), for the public in the area. This year the Bazar will be on November 18th.

What do we sell?

The Bazaar sells clothing and household items that we donate from the Ashton family homes.

It’s time to clean closets!

When we put on Christmas we realize the decorations we have and perhaps some can find a special place in another home. Look for clothes that perhaps no longer fit our children and are in good condition…  We can spread the word and tell family members that if they want to donate clothes they can give them to you for this purpose.

How do I send my donation?

At school we will have collection centers within sight of students so they can deposit donations there.

Can you help with logistics?

Around the bazaar date, hands are needed to organize and classify the items. If you want to volunteer for the Bazaar logistics, you can let your course representative know that you want to collaborate and we will be happy to notify you.

Donate to Aula HOPE Bazaar

General Information:

For the past 12 years we have coordinated community fundraising efforts for Aula HOPE families as a community service project. The Bazaar was born as an idea with which we can be a blessing to others without incurring expenses in our homes.

We hold the bazaar selling second-hand items at the Aula HOPE facilities (in the Javilla/Los Praditos area), for the public in the area. This year the Bazar will be on November 18th.

What do we sell?

The Bazaar sells clothing and household items that we donate from the Ashton family homes.

It’s time to clean closets!

When we put on Christmas we realize the decorations we have and perhaps some can find a special place in another home. Look for clothes that perhaps no longer fit our children and are in good condition…  We can spread the word and tell family members that if they want to donate clothes they can give them to you for this purpose.

How do I send my donation?

At school we will have collection centers within sight of students so they can deposit donations there.

Can you help with logistics?

Around the bazaar date, hands are needed to organize and classify the items. If you want to volunteer for the Bazaar logistics, you can let your course representative know that you want to collaborate and we will be happy to notify you.

Children and the news of a death

From the Guidance Department they share with us the extract of recommendations to take into account when facing the loss of a loved one. These guidelines have been taken from material produced by Rafa Guerrero, a child psychologist specializing in emotional intelligence. In plain language, they provide a frame of reference with which to address the issue of death in childhood, serving as a complement to the eternal truths that console the soul and bring hope in the midst of sadness or confusion:

“Below, in a more practical and concrete way, we offer some ideas or guidelines that can help family members communicate to children that a family member or friend has died, as well as some guidelines for the days after the death:

  • Always go with the truth first: hiding someone’s death should not be an option, regardless of the age of our children. Remember that children are prepared to receive any news, even if it is sad.
  • Talk about death as naturally as possible: talking about death is not easy, which is why it sometimes becomes a taboo topic or one that is rarely talked about in families. It is convenient to talk about death as a part of life and naturalize these topics.
  • Give the child an appropriate narrative: the explanations we give to our children must be realistic, coherent and empowering. They must be adapted to the age and personality of the minor. According to the SEPA model, it would be important to include Sensations, Emotions, Thoughts and Actions in the narrative.
  • When informing the minor, allow time for them to express themselves: breaking the news of a death is not easy. Elaborating and fitting it in is difficult for both the child and the parents. For this reason, it is advisable to leave some time after breaking the news in case they want to ask something.
  • Validate and allow all emotions: common sense tells us that when a loved one dies, the only possible emotion is sadness. The reality is that different emotions can appear: anger, fear, curiosity, indifference and, of course, sadness. All of them must be allowed and legitimized.
  • Connect with the emotion: although the emotion of sadness is unpleasant, it is a fundamental emotion.
  • We must try to avoid phrases that prevent the child from connecting and feeling sadness, such as “don’t be sad”, “nothing is wrong” or “don’t cry”. Connecting with the sadness of loss makes us aware of it.
  • Express your emotions: if we want our children to release the fear, anger or sadness they feel about the death of their grandmother, it is important that we be the first to be natural in expressing our affections.
  • Always take minors into account: sometimes, with good intentions, we separate our children from these hard moments. We do not take them into account nor do we ask them if they want to be part of the farewell of the deceased and the socially and culturally established rituals (funeral, funeral, burial, cremation, etc.).

I think it is important to allow them to decide and support them in their decision. “It is as respectable and valid that the child wants to be part of these rituals as it is that he prefers not to.”

Children and the news of a death

From the Guidance Department they share with us the extract of recommendations to take into account when facing the loss of a loved one. These guidelines have been taken from material produced by Rafa Guerrero, a child psychologist specializing in emotional intelligence. In plain language, they provide a frame of reference with which to address the issue of death in childhood, serving as a complement to the eternal truths that console the soul and bring hope in the midst of sadness or confusion:

“Below, in a more practical and concrete way, we offer some ideas or guidelines that can help family members communicate to children that a family member or friend has died, as well as some guidelines for the days after the death:

  • Always go with the truth first: hiding someone’s death should not be an option, regardless of the age of our children. Remember that children are prepared to receive any news, even if it is sad.
  • Talk about death as naturally as possible: talking about death is not easy, which is why it sometimes becomes a taboo topic or one that is rarely talked about in families. It is convenient to talk about death as a part of life and naturalize these topics.
  • Give the child an appropriate narrative: the explanations we give to our children must be realistic, coherent and empowering. They must be adapted to the age and personality of the minor. According to the SEPA model, it would be important to include Sensations, Emotions, Thoughts and Actions in the narrative.
  • When informing the minor, allow time for them to express themselves: breaking the news of a death is not easy. Elaborating and fitting it in is difficult for both the child and the parents. For this reason, it is advisable to leave some time after breaking the news in case they want to ask something.
  • Validate and allow all emotions: common sense tells us that when a loved one dies, the only possible emotion is sadness. The reality is that different emotions can appear: anger, fear, curiosity, indifference and, of course, sadness. All of them must be allowed and legitimized.
  • Connect with the emotion: although the emotion of sadness is unpleasant, it is a fundamental emotion.
  • We must try to avoid phrases that prevent the child from connecting and feeling sadness, such as “don’t be sad”, “nothing is wrong” or “don’t cry”. Connecting with the sadness of loss makes us aware of it.
  • Express your emotions: if we want our children to release the fear, anger or sadness they feel about the death of their grandmother, it is important that we be the first to be natural in expressing our affections.
  • Always take minors into account: sometimes, with good intentions, we separate our children from these hard moments. We do not take them into account nor do we ask them if they want to be part of the farewell of the deceased and the socially and culturally established rituals (funeral, funeral, burial, cremation, etc.).

I think it is important to allow them to decide and support them in their decision. “It is as respectable and valid that the child wants to be part of these rituals as it is that he prefers not to.”

The 2023 Ashton Cup

The Athletic Department hosted the 2023 Ashton Cup where 27 schools competed during the first three weekends of February in various disciplines and categories.

The Ashton pool at our Piantini Campus served for the swimming competition and on Sunday, February 5th, our covered court became the place where the chess competitions took place.

The opening ceremony was held on Saturday February 11 at the Sports Complex. Parents enjoyed a beautiful cheerleading presentation of the gymnastics girls. Good food and great weather accompanied the event throughout the games.

Click below to see the albums of the Ashton Cup 2023:

View the swimming album
View the inauguration album
View the chess album
View the event closure album

Results for Ashton Teams:

1st Place overall Swimming Competition

2nd Place Chess 6/8 Grade

Soccer:

The 2023 Ashton Cup

The Athletic Department hosted the 2023 Ashton Cup where 27 schools competed during the first three weekends of February in various disciplines and categories.

The Ashton pool at our Piantini Campus served for the swimming competition and on Sunday, February 5th, our covered court became the place where the chess competitions took place.

The opening ceremony was held on Saturday February 11 at the Sports Complex. Parents enjoyed a beautiful cheerleading presentation of the gymnastics girls. Good food and great weather accompanied the event throughout the games.

Click below to see the albums of the Ashton Cup 2023:

View the swimming album
View the inauguration album
View the chess album
View the event closure album

Results for Ashton Teams:

1st Place overall Swimming Competition

2nd Place Chess 6/8 Grade

Soccer:

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!

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 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.

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