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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.

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

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

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.

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.

Olimpiadas de Ortografía

El concurso de Olimpiadas de Ortografía se llevó a cabo el 22 y 23 de noviembre, con los niños de 1ero a 6to curso. El objetivo del mismo es preservar la correcta escritura de las palabras, respetando las reglas de ortografía y acentuación.

Los ganadores fueron:

1er grado:
1er lugar: Andrea Vargas
2do lugar: Raymond Tavárez
3er lugar: Antonella Álvarez

2do grado:
1er lugar: Miranda maria Jorge
2do lugar: Odette Balogh
3er lugar: Luis A. Wittkop

3er grado:
1er lugar: María Belén
2do lugar: Danna Jiménez
3er lugar: Amelia Baceli

4to grado:
1er lugar: Hennan Montilla
2do lugar: Emilia Llibre
3er lugar: Danielle Machuca

5to grado:
1er Lugar: Thiago Monagas
2do lugar:Juan José Rojas
3er lugar: Daniela Guzmán

6to grado:
1er lugar: Gianna marcano
2do lugar: Álvaro Marión- Landais
3er lugar: Juan Diego Cortina

Olimpiadas de Ortografía

El concurso de Olimpiadas de Ortografía se llevó a cabo el 22 y 23 de noviembre, con los niños de 1ero a 6to curso. El objetivo del mismo es preservar la correcta escritura de las palabras, respetando las reglas de ortografía y acentuación.

Los ganadores fueron:

1er grado:
1er lugar: Andrea Vargas
2do lugar: Raymond Tavárez
3er lugar: Antonella Álvarez

2do grado:
1er lugar: Miranda maria Jorge
2do lugar: Odette Balogh
3er lugar: Luis A. Wittkop

3er grado:
1er lugar: María Belén
2do lugar: Danna Jiménez
3er lugar: Amelia Baceli

4to grado:
1er lugar: Hennan Montilla
2do lugar: Emilia Llibre
3er lugar: Danielle Machuca

5to grado:
1er Lugar: Thiago Monagas
2do lugar:Juan José Rojas
3er lugar: Daniela Guzmán

6to grado:
1er lugar: Gianna marcano
2do lugar: Álvaro Marión- Landais
3er lugar: Juan Diego Cortina

High School Literary Fair

High School Literary Fair

Ashton School Named 2021 Cognia School of Distinction

Ashton School has been named a 2021 Cognia™️ School of Distinction for excellence in education. Cognia, the global nonprofit school improvement organization, recognized 59 schools and 20 systems across the globe as Schools of Distinction.

Ashton School is part of Cognia’s inaugural Schools of Distinction program that recognizes pre-K–12 education institutions that exemplify excellence in education and service to learners. Cognia selected Ashton School as one of the 59 schools and 20 systems out of more than 1,200 institutions that were eligible for its 2021 Cognia Schools of Distinction.

“I is with great joy we share the news received today. We thank the Ashton family for trusting and contributing to the work that renders this distinction possible, above all, we acknowledge and praise God for we know His Grace is upon us,” said Ms. Gygax, Head of Ashton School.

Ashton School first earned Cognia Accreditation in 2010 and reaccreditation in October 2020. Ashton participated in Cognia’s rigorous Accreditation Engagement Review process, which is based on research-based performance standards. The process includes a third-party review by education experts of evidence, interviews, and classroom observations. The evaluation covers Leadership Capacity, Learning Capacity, and Resource Capacity, as well as a demonstrated commitment to continuous improvement. “Ashton School is to be commended on their award as a School of Distinction,” said Dr. Mark A. Elgart, President and CEO of Cognia. “Cognia Accreditation is already a mark of distinction recognized around the world. Being named a School or District of Distinction further recognizes the commitment to excellence in education Ashton School has for its learners,” he added.

For Cognia Global Network member institutions, Cognia offers an opportunity to be further recognized as a school or system of distinction in the year in which an accreditation engagement review is held. Unlike the typical five-year accreditation cycle, this new program recognizes institutions that have hosted a Cognia Accreditation Engagement Review within the recognition year. Learn more about Cognia membership online at Cognia.org.

About Cognia:
Cognia is a global, nonprofit improvement organization dedicated to helping institutions and other education providers grow learners, teachers, and leaders. Cognia offers accreditation and certification, assessment, and professional services within a framework of continuous improvement. Serving 36,000 public and private institutions from early learning through high school in more than 85 countries, Cognia brings a global perspective to advancing teaching and learning. Find out more at cognia.org.

Ashton School Named 2021 Cognia School of Distinction

Ashton School has been named a 2021 Cognia™️ School of Distinction for excellence in education. Cognia, the global nonprofit school improvement organization, recognized 59 schools and 20 systems across the globe as Schools of Distinction.

Ashton School is part of Cognia’s inaugural Schools of Distinction program that recognizes pre-K–12 education institutions that exemplify excellence in education and service to learners. Cognia selected Ashton School as one of the 59 schools and 20 systems out of more than 1,200 institutions that were eligible for its 2021 Cognia Schools of Distinction.

“I is with great joy we share the news received today. We thank the Ashton family for trusting and contributing to the work that renders this distinction possible, above all, we acknowledge and praise God for we know His Grace is upon us,” said Ms. Gygax, Head of Ashton School.

Ashton School first earned Cognia Accreditation in 2010 and reaccreditation in October 2020. Ashton participated in Cognia’s rigorous Accreditation Engagement Review process, which is based on research-based performance standards. The process includes a third-party review by education experts of evidence, interviews, and classroom observations. The evaluation covers Leadership Capacity, Learning Capacity, and Resource Capacity, as well as a demonstrated commitment to continuous improvement. “Ashton School is to be commended on their award as a School of Distinction,” said Dr. Mark A. Elgart, President and CEO of Cognia. “Cognia Accreditation is already a mark of distinction recognized around the world. Being named a School or District of Distinction further recognizes the commitment to excellence in education Ashton School has for its learners,” he added.

For Cognia Global Network member institutions, Cognia offers an opportunity to be further recognized as a school or system of distinction in the year in which an accreditation engagement review is held. Unlike the typical five-year accreditation cycle, this new program recognizes institutions that have hosted a Cognia Accreditation Engagement Review within the recognition year. Learn more about Cognia membership online at Cognia.org.

About Cognia:
Cognia is a global, nonprofit improvement organization dedicated to helping institutions and other education providers grow learners, teachers, and leaders. Cognia offers accreditation and certification, assessment, and professional services within a framework of continuous improvement. Serving 36,000 public and private institutions from early learning through high school in more than 85 countries, Cognia brings a global perspective to advancing teaching and learning. Find out more at cognia.org.

Our Highest Index of Educational Quality

Our Highest Index of Educational Quality

STUCO Induction Ceremony

The Student Council for the school year 2021-2022 was formally presented after Monday’s Induction Ceremony.

Mr. Gavilan, as Dean of Students headed the ceremony, opening with these words:

“STUCO, you are here because you have met the academic and character requirements and also because you count on the support of your teachers and Academic Council to occupy your corresponding  positions from now on. It is a great honor for you to do so and we all feel very proud of you. Congratulations!

Just remember that the reason why one is chosen to be a leader is because that person has not only the necessary knowledge and skills, but also the heart to actively and empathetically listen to others, to try to feel their necessities in his own skin, to offer guidance and feedback, and to take preventive and reactive actions when needed. Being a leader equals being a servant. Don’t forget that.

Today you are inducted as Student Council of Ashton School in this 2021 – 2022 school year, precisely at a very particular stage of human history. I hope that the learning you have gained throughout these pandemic times contributes to shape the course of your actions with a balance of diligence, understanding and sensitivity.  On my part, I commit myself to give you the necessary support you need as leaders and as individuals. For that,  I ask for wisdom to the Lord. STUCO, once again, congratulations!”

STUCO Induction Ceremony

The Student Council for the school year 2021-2022 was formally presented after Monday’s Induction Ceremony.

Mr. Gavilan, as Dean of Students headed the ceremony, opening with these words:

“STUCO, you are here because you have met the academic and character requirements and also because you count on the support of your teachers and Academic Council to occupy your corresponding  positions from now on. It is a great honor for you to do so and we all feel very proud of you. Congratulations!

Just remember that the reason why one is chosen to be a leader is because that person has not only the necessary knowledge and skills, but also the heart to actively and empathetically listen to others, to try to feel their necessities in his own skin, to offer guidance and feedback, and to take preventive and reactive actions when needed. Being a leader equals being a servant. Don’t forget that.

Today you are inducted as Student Council of Ashton School in this 2021 – 2022 school year, precisely at a very particular stage of human history. I hope that the learning you have gained throughout these pandemic times contributes to shape the course of your actions with a balance of diligence, understanding and sensitivity.  On my part, I commit myself to give you the necessary support you need as leaders and as individuals. For that,  I ask for wisdom to the Lord. STUCO, once again, congratulations!”

Pinning Ceremonies 2021

Every student in grades 1st – 6th is recognized at the end of the year for showing growth and/or effort in a specific area where the student excels or has shown commendable improvement.  Students will have a special pin placed on the stole that they maintain all throughout their Elementary grades. 

Pins are also issued to students who have received High Honors for at least three quarters out of the school year.  Followed by this, students symbolically “move up” to the next grade level.  

This ceremony usually is witnessed in person by parents, this year we recorded it to be shared with the families. Due to COVID restrictions parents were not present in school facilities.

Click below to see the Ceremonies:

Pinning Ceremonies 2021

Every student in grades 1st – 6th is recognized at the end of the year for showing growth and/or effort in a specific area where the student excels or has shown commendable improvement.  Students will have a special pin placed on the stole that they maintain all throughout their Elementary grades. 

Pins are also issued to students who have received High Honors for at least three quarters out of the school year.  Followed by this, students symbolically “move up” to the next grade level.  

This ceremony usually is witnessed in person by parents, this year we recorded it to be shared with the families. Due to COVID restrictions parents were not present in school facilities.

Click below to see the Ceremonies:

School Protocols

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