ACS Matters Spring / Summer 2017

The American Community School Beirut Magazine

SPRING - SUMMER 2017

EMPOWERING THE NEXT GENERATION

IB ART (YEAR ONE) FIRST EXPERIMENTS

RAYANA AZAR, IB ‘17

CONTENTS ACS Matters - The American Community School Beirut Magazine

SPRING - SUMMER 2017

18

COVER STORY

EMPOWER NG THE NEXT GENERATION

28 Innovate With iPads: Grade One Pilots iPads 32 Merit Scholarships: Making An ACS Education Accessible To All

7

14

54

Greg L. MacGilpin, Jr.

Bringing Change Through Environmental Stewardship: An Update On The ACS 2020 Green Vision

ACS Annual Fundraising Dinner 2017 Alumni Go MAD For ACS Mother’s Day Fundraising Brunch Oumeima El Khalil Annual Fund Concert ACS Dedicates The Kuwait Music Room

FROM THE HEAD OF SCHOOL

8

COMMUNITY QUESTION

What School Event Did You Most Look Forward To This Year?

GOING GREEN

38

SENIORS ‘17

Onward From ACS To University

10

DONOR PROFILE Alia Zein Buzwair

YOUR IMPACT

What Did Your Contribution Help Us Achieve This Year?

13

WHAT’S THE DIFFERENCE? Capital Fund & Endowment vs. Annual Fund

60

IN THE SPOTLIGHT

48

Student Spotlight Faculty Spotlight Adjusting The Bar: Curriculum Changes ACS Hosts LEBMUN ‘17 MS Ventures Out For Week Without Walls Roots & Shoots Winter Carnival Event

Where Are You And What Are You Doing?

Alumni Tour Wraps Up In California & Texas

72

42

SENIOR ART

Pop Up IB Art Show At Beirut Souks

12

DEVELOPMENT NEWS

ALUMNI

6

KNIGHTS

2016-17 Athletics Awardees

Please send your anecdotes, fondest remembrences, entertaining stories and photos of your memories at ACS to: news@acs.edu.lb

ACS Matters is prepared and produced by the Development and Alumni Relations Office Sheila Bouri - Alison Skelton | contributing writers James Kessler - Iman Saad - Daniel Saint James Nada Fawaz | photography Amer Assi - Rayana Azar ‘17 - Johnny El Khawand - ACS Faculty/ Staff & Archives

editors designer

CELINE BEYDOUN ‘19

Letter from the Head of School

Dear ACS Community, In this issue of ACS Matters, you will read about the many moving parts of our ‘ship’: Leadership, Scholarship, Stewardship, and Inter-relationship.

Please pardon the play on words, but the suffix of “ship” is used to denote a state or condition. What I love about schools, and ACS in particular, is that we are always in a state of transition as, indeed, we are on a ship of student learning and development that is constantly evolving. These four terms, noted throughout this issue of ACS Matters, are in many ways the added value of ACS. Most schools understand their mission as helping students achieve academically. At ACS, we recognize achievement as more than just learning discrete subjects like English and Math, but instead work to open up increased possibilities for creativity and innovation that go beyond a traditional class setting. For example, since we broadened our mission in 2013 to develop collaborative and creative problem-solvers who take on complex challenges, teachers have become more inclined to experiment in areas of project-based learning and performance assessments. As we now work to develop citizens who serve their communities, we are more inclined to collaborate with community partners, incorporate service-learning components into our course work, and integrate the development of social-emotional skills in our lesson plans.

Historically, many schools have suffered from a rather narrow view of success. At ACS, what we choose to measure and track plays a significant role in what our teachers do. Consequently, if we don’t expand how we define success, it’s unlikely that teachers will feel inspired to explore new teaching techniques. Choosing a broad standard-based curricula keeps us focused as a school on student learning, but also allows us to be more innovative in our approaches as we see our ACS curriculum as our own that is not limited to only IB or LB program parameters.

Lastly, at ACS, we look to measure aspects of student and staff well-being, belonging, and leadership in addition to academic achievement. We ask students through survey and dialogue to reflect on their learning environments and their engagement with our curriculum. As data is collected and tracked along multiple dimensions, teachers are more likely to think creatively around the types of experiences they design for their students. We know that traditional approaches to teaching may be effective for academic achievement but are wholly insufficient to develop student leaders. As we determine the value of developing student leaders, we strive to collectively assess whether we are hitting the mark across our disciplines and grades. Teacher innovation is more likely to occur as teachers use these new metrics to track their students’ progress.

Finally, we are reaching a turning point for one group of our community, the Class of 2017. With university and a number of new cities and countries on the near horizon for them, we will bid farewell to 82 passionate and committed seniors this Spring. They have given so much to ACS, as we have given to them, and we know they will be leaders, scholars, and stewards wherever they land. On behalf of our faculty and staff, I wish them well. I know they will be well prepared for a future that will ask them to adapt and relate endlessly.

Enjoy this issue of ACS Matters.

Sincerely,

Greg L. MacGilpin, Jr. 7

COMMUNITY QUESTION

WHAT

SCHOOL EVENT THE 4TH GRADE OVERNIGHT IN LAKLOUK

because we hiked, milked cows, went fishing and got to be in nature.

Lana Zein, Ruby Boulad, Sarah Chihabi, Dana Mehio, and Lea Ladki in Ms. Moura’s class

FOOTBALL TOURNAMENT

ACS Matters Spring - Summer 2017

AK Ahmad ‘23

8

DID YOU MOST LOOK FORWARD TO THIS YEAR AND WHY? WEEK WITHOUT WALLS

I will be doing the trip in Lebanon that visits autistic kids in a center for five days. I’ve never had the experience of working with kids with special needs and am really looking forward to it.

Julia Abchee ‘20

SPRING FESTIVAL

Saad Samhoun ‘18

WEEK WITHOUT WALLS

I will be going to Paris and can’t wait to see the museums and go shopping.

MIDDLE SCHOOL OLYMPICS

because I’m a big fan of sports. And my house-Phoenixwon this year. :)

Micah Molin ‘23

Isabella Tabbah ‘20

VOLLEYBALL

I really connected with it. Every time I had a bad day I would go to volleyball and feel much better. It was a good outlet for me.

Raneem Mohammad ‘18

WEEK WITHOUT WALLS IN SRI LANKA

Karim Sultan ‘21

TEACHER'S PARTY at Le Maillon and the ANNUAL ACS FUNDRAISING DINNER

Middle School teacher Wafa Kays

SPRING PEP RALLY

because everyone as a team had a chance to get together and get pumped up for the season.

Anna Pietsch ‘19, exchange student from Austria

PERFORMING ARTS FESTIVAL

It’s the second year that we are doing it and all performing arts divisions will be running a festival with multiple, simultaneous performances for middle school and high school.

Music Teacher Nick Thornton

COMPASSION SUMMIT

because it was a chance to learn about the different histories and philosophies of compassion and I also got to hang out with refugees.

Yasmina Al Amir ‘21

SPRING FESTIVAL

I love the dunking booth and the slip and slide.

Dana Attar ‘24

BASKETBALL TOURNAMENT IN BAHRAIN because its where I could prove myself as a player.

Kareem Dalloul ‘20

TRACK AND FIELD MEETS

I run mid-distance and love the excitement of the races.

Reem El-Khalil ‘20

9

Why

ACS Matters Spring - Summer 2017

I GIVE 10

I believe that ACS Beirut deserves the best so that it may continue to serve as a model of academic, extracurricular and athletic excellence for the Middle East.

DONOR PROFILE Alia Zein Buzwair

Growing up attending an American school made me believe in the American education system on a personal level. My family moved from Syria to Greece for my father’s business, and from the age of 5 to 18, I attended American Community School Athens. To this day, it is the greatest gift my parents ever gave me and the reason I looked no further than ACS Beirut when I married and started a family here.

As a mother of four, I am both proud and aware of how different and unique my children are from each other. My oldest daughter Maryam is bright and funny, and my son Mohamed is intelligent, quick-witted and drawn to sports. My two youngest, Tara and Talal, are five years and 18 months old and at a stage where they are just starting to develop their likes and dislikes.

Nurturing, attentive and stimulating environments are of utmost importance for my kids during this precious time in their lives, and it is essential for me to have them in a school like ACS where they are engaged, supported and challenged. The school’s focus on developing the whole person, like their character and values— and not just academics— is what my husband and I were looking for in a school. Teachers understand student strengths and weaknesses, and they give students time and space to explore what they love. Each day when I drop my kids off at school, I know that they are in such good hands that I often remark ACS is doing a better job than I could myself!

For me, giving to the ACS Capital Fund is unquestionable. While tuition income, with the help of the Annual Fund, is used to cover daily expenses, I know facility upgrades like the middle and high school STEM labs, Early Year’s Nature Playground, and athletic field enhancements rely solely on Capital Fund contributions beyond what is paid in tuition fees.

I believe that ACS Beirut deserves the best so that it may continue to serve as a model of academic, extracurricular and athletic excellence for the Middle East. And, if not for parents and alumni, who else will support the campus facility upgrades that are needed to match the high level of learning that goes on inside the school walls? Donating to the Capital Fund to me means investing in a space that will inspire, care and provide for our children. I hope you will consider joining me by contributing to the Capital Fund today.

11

12

CAPITAL FUND & ENDOWMENT vs. ANNUAL FUND

WHAT’S THE DIFFERENCE? Think of ACS as a large investment, like buying a house. You have to make payments on your mortgage, but you also need to keep the lights on. In the world of ACS fundraising, the capital fund and endowment are like the long-term investment of mortgage payments, while the annual fund is like the immediate need to pay the utility bills.

CAPITAL FUND & ENDOWMENT

BE THE DIFFERENCE. WWW.ACS.EDU.LB/GIVE

ANNUAL FUND

ACS Matters Spring - Summer 2017

Going

14

BRINGING CHANGE THROUGH

ENVIRONMENTAL STEWARDSHIP AN UPDATE ON THE ACS 2020 GREEN VISION

15

GOING GREEN

ACS

strives to serve as a school leader in embracing environmentally conscious practices within Lebanon and the region more broadly.

In 2014, the school unveiled an ambitious “2020 Green Vision” plan, which set out to reduce the school’s waste by 20% over the span of six years. This includes reducing energy consumption by 20%, water by 20%, trash by 20%, and collected recyclables by 20%, among others.

Now at the half-way mark, ACS is thrilled to announce that it will meet a 20% reduction in energy by September 2017, three years ahead of schedule. The first solar panels were installed in the BD Middle Roof and Lower School Playground Roof over the summer of 2016 and are now fully operational. A second, and final group of solar panels, are under construction in the Lower and Upper Roofs of the BD building, the Middle School and the gym.

The solar panels that are already installed will generate, on average, enough clean energy to power the lighting of 80 classrooms year long. This capacity will be tripled once the second group of solar panels is complete in the fall.

ACS Matters Spring - Summer 2017

Ziad El Hdary, Director of Facilities & Operations, is one of the key school administrators involved in meeting the 2020 Green Vision goals. “Back in 2014, the thought of having all our roofs covered with solar panels was a far-fetched goal due to the huge cost implications. It seemed like a dream that might not come true,” he said.

“Thanks to the generosity of ASHA, and having this part of the project on track way before the 2020 deadline, it feels like we’ve scored the best grade ever. It makes me so proud to be part of ACS.”

16

Where exactly is the school on reducing trash, water, and recyclables?

Paper, cardboard and plastic recycling bins have now been dispersed across campus. Students sort the bins that are then collected by an NGO for weekly pick up. In March 2017, a student-led initiative by the HS “Go Green Team” recycled 1.2 tons of the school’s “e-waste,” such as old laptops, desktops, printers and A/V equipment.

An NGO named G Association transported the e-waste to Germany where it will eventually be repurposed into new electronics.

The school also adopted a self-closing faucet type for all renovation projects and aims to replace all faucets on campus to sensor types by 2019 to reduce water consumption by half.

What led ACS to make these environmentally friendly changes?

Driven by the frequent electricity blackouts, which led to a need for the school to invest in a costly and polluting diesel generator, and the national garbage crisis, which created a buildup of trash, ACS decided to take matters into its own hands. It hopes that by reducing its waste and energy consumption, it will inspire others to do the same.

As stated in YelloBlue Green Tech’s roadmap for ACS that guides its newly adopted green practices and policies, schools play a vital role in modeling environmentally responsible behavior within their communities.

“Facts show that taken collectively, schools are major consumers of energy, paper, food, water, cleaning products, and other resources, and generate waste,

pollution, and greenhouse gas emissions. They also have the potential to use resources efficiently, become producers of their own power (at least partially), and serve as models of environmental sustainability for their communities. This potential, combined with their ability to teach the next generation and communities of families by example, makes schools strategic actors in the drive to transform the world’s energy and resource consumption from a destructive model towards more sustainable patterns of development.”

Earth Day

The ACS administration, students, and faculty stand firmly behind the school’s 2020 Green Vision, and there is no telling where this vision will ultimately lead. The infectious energy that these policies have generated on campus has the potential to radically shift the campus culture and that of its surroundings for many years to come.

ON APRIL 21 (8:10 TO 9:10 A.M.) ENABLED US TO

CELEBRATIONS A SCHOOL-WIDE

UC D E

Electricity Consumption CO2 Emission

E

R

EARTH HOUR SIMULATION

32% 0.03 kg (30 grams)

Energy Bill

$6

These numbers are approximate and relate to just one hour for the ACS campus.

Imagine the savings on a nationwide level over one year for example and what could be done when working collectively.

Courtesy of Mr. Ziad El Hdary, Director of Facilities & Operations

17

18

ACS Matters Spring - Summer 2017

EMPOW

WER NG THE NEXT GENERATION

19

V

ocal and expressive leaders may be those the world is most familiar with—i.e. the student who runs for student council and class president. But there are also the quiet leaders, creative leaders, and those who have a unique vision of the future that inspire and engage those around them. Leadership comes in many different styles and faces. Yet, in discussions about this topic with ACS community members, one notion continuously surfaced, “if people need help, they call the leader” (Matteo Mouallem, KG2).

Students manifest leadership based on age, purpose, and chosen medium. As ACS Middle School Principal Phil Wendel states, “One cannot be an effective leader without being able to communicate to others in a clear manner that expresses honesty, empathy and flexibility.” The impact leaders have on themselves and the world can depend largely on his or her developmental level. For instance, a kindergartener does not demonstrate leadership in the same way as a higher schooler. Nevertheless, a kindergartner exhibits leadership qualities, such as problem solving skills, flexibility, purposefulness, communication skills, and creativity, through various provocations offered to them on a daily basis. Children in Early Years (EY) must negotiate situations with their classmates multiple times a day to arrive to a compromise that is accepted by all parties involved. Whether choosing a game to play in the drama area, or attempting to understand the purpose of a provocation laid out for them, EY children are constantly encouraged to come up with solutions of their own.

How does ACS encourage leadership qualities and nurture leaders? It all begins with students taking control of their education and teachers who model to them how to question, communicate, and assert their ideas and opinions in a tolerant manner. The EY Principal Sawsan Yaseen stands behind the uniqueness of each child. “We work to honor differences and provide experiences that allow children to exhibit learning from their own perspective as well as demonstrate their ideas and feelings in the language that they are most comfortable with” be it painting, building blocks or music.

21

ACS Matters Spring - Summer 2017

COVER STORY

22

“We work to honor differences and provide experiences that allow children to exhibit learning from their own perspective as well as demonstrate their ideas and feelings in the language that they are most comfortable with�

In Elementary, students not only focus on individual learning, but also begin to understand that their immediate environment has a big impact on them.

Diann Osterlund, the Elementary School principal, believes in “voice and choice.” Each classroom follows a simple democratic process to solve problems. A student wishing to bring forward a problem writes it down on a notebook, anonymously. The problem is brought forth to the entire class that then decides on a solution unanimously. A follow up occurs two weeks after the initiation of the solution to assess its suitability and effects. This process transfers smoothly into more student-led activities and government bodies that emerge in MS and HS, through which students are asked to solve problems in bigger and less familiar groups, and work to enhace their communication skills and deepen their understanding of the immediate community.

As students mature and expand their worldview, the prospects of leadership multiply. The MS and HS program Week Without Walls places students in new contexts where they must engage in cultural enrichment, adventure activities, and community service projects. The experience encourages them to serve others, be reflective and influential communicators, and build self-reliance. Moreover, each MS co-curricular activity— which are clubs, programs and learning expereinces that complement classroom work—is a world of its own that necessitates student planning, organizing, critical thinking, public speaking, and collaborating, “providing opportunities to lead within each club in a variety of ways,” says MS Principal Phil Wendel.

Thinking about large issues and attempting to find solutions requires close observation and an understanding of the world around to determine an answer that will transcend the present. Model United Nations (MUN) is one such activity, through which MS and HS students simulate the UN governing body and discuss, debate, and pass resolutions pertaining to conflicts that face the world at large. The Global Leadership and Compassion Summit are two other HS leadership programs that ask students to take control.

The Compassion Summit in March 2017, for example, asked student participants to address bullying, create a plan to confront it specific to their school, and present it at the conference. The ACS team came up with and pitched a program called “Pen Pals.” The idea behind Pen Pals is to pair students in different cliques with one another to serve as annonymous pen pals and get to know each other outside of the school’s social context. By the end of the program, the identities of 23

ACS Matters Spring - Summer 2017

COVER STORY

24

the students are revealed, and students hopefully learn they have more in common with each other than they might think.

Leaders are eager to find solutions to conflict, making it no surprise that the garbage crisis is a frequent topic of discussion on campus. For the seventh grade science fair, students were encouraged to think of innovative ways to better the world. One group of students, Ibrahim El Chaar, Karim Farhat, and Jad Hneiny devised an electronic recycling system that will make the process simpler and easier. Each apartment will only need one garbage chute, linked to several garbage bins at the bottom. The resident “specifies what type of waste it is on a screen, throws it in the chute, and the system automatically disposes of it in the right bin,” Ibrahim explains. Lego Robotics is another issuedriven activity. Students are asked to research, adapt and communicate an engineering project with mastery and fluency. For months, members must cooperate together to solve problems, write the necessary code, and practice technical maneuvers for upcoming competitions. Last year’s Lego Robotics team won the “Best Presentation and Research Project” for the First Lego League competition in Lebanon. The research project revolved around finding a place to dispose of the school’s battery waste. Battery waste must be disposed of properly as batteries can give off acid leas.

ACS students, after months of research, arrived to an agreement with a German company to purchase and recycle the school’s battery waste for the year.

Even our youngest leaders are driven to address our country’s needs. In a KG1 project, nine children planned and executed the transformation of their classroom into a tent. Satisfied with their success, but yearning to build more, the children took their skill to Deir al Qamar where they built another tent, this time outdoors. One child, Rony Nasser, considered the tent as a solution “for all the people sleeping on the street.”

A key trait that tends to be present in all leaders is compassion. “Roots and Shoots” is an after school activity that offers ES children an opportunity to develop skills to become compassionate leaders.

Focusing on critical thinking, empathy, resilience and adaptability, fourth and fifth grade students inspire one another to improve the world around them. Their first action this academic year was to invite orphans to the Early Years Winter Carnival. Haya Ghazale, one of the students in Roots and Shoots, wrote that as the orphans played, “their eyes sparkled; you could tell this was different from their everyday life and they truly were happy. We felt good seeing their smiles because 25

COVER STORY even though we didn’t say it, we all knew we provided them with a memory that would last a lifetime”.

Regardless of how varied of an enviornment it may be, there are a few characteristics that our ACS leaders share. They uphold a high level of responsibility towards ACS and their classmates, represent the school in regional and worldwide issues, and are passionate about what they advocate, whether its on the school stage or outside the school’s doors. Most importantly, they are compassionate and generous with their time, ideas and willingness to help and assist those around them.

At the last MS and HS swim meet, a swimmer from another school was ready to give up during her last lap. All of the sudden, the ACS swim team decided to stand up and start cheering—everyone from the athletes to parents—to rally her with words of encouragement. The swimmer did not give up and finally finished the race.

ACS Matters Spring - Summer 2017

In truth, ACS is the sum of its parts, and ACS as a whole - students, parents, teachers and staff – choose to lead by example.

26

27

ACS Matters Spring - Summer 2017

COVER STORY

28

INNOVATE WITH IPADS

GRADE ONE PILOTS IPADS I

n February 2017, Grade 1 teachers began to integrate iPads into their classroom lessons.

Rather than teach students how to navigate or operate an iPad, teachers integrated the device into the classroom for the purpose of capturing a student’s critical thinking—a process that is not always visible for teachers to discern.

“The activities that we do on the iPad are those that will help us to understand a student’s thinking behind reading or a math problem,” says Elementary School Technology Integration Specialist Lama Mo’dad. “Students solve a math problem, for example, and take pictures of their work. They then explain the thinking that went on in their mind when solving the problem.

29

ACS Matters Spring - Summer 2017

COVER STORY

30

Teachers are able to assess the steps that go into solving the problem rather than only evaluate whether or not the student got the correct answer.”

and a partner gives a “Grow and Glow”— one positive observation and one area of growth pertaining to the student’s reading fluency.

The same practice is used for reading as well. Students record themselves reading a book out loud on the iPad. If they encounter a word they do not know, they stop and talk through the method they use to decode it. Students then share their recording with a partner

“We work a lot on how to give comments and positive feedback, as well as how not to be hurtful in describing areas of growth,” says Ms. Mo’dad. “We also teach students how to give feedback that is constructive but that will motivate each other.”

THE ACTIVITIES THAT WE DO ON THE IPAD ARE THOSE THAT WILL HELP US TO UNDERSTAND A STUDENT'S THINKING BEHIND READING OR A MATH PROBLEM.

own learning, and make comments on a classmate’s work,” Ms. Tustin Park remarks. “As teachers we are able to see and hear growth over time, especially with oral language, an area that can prove difficult to keep track of and record.” Students’ electronic portfolios on Seesaw will follow them into next year as they transition to grade 2.

First grade teacher Jennifer Tustin Park reflects on the monumental impact that the iPads have had on the classroom. “The iPads have become a great learning and documentation tool for us,” says Ms. Tustin Park.

“Each student has a folder on the iPad saved in an app called Seesaw where he/she keeps his/her own learning, discoveries, and comments through pictures, videos, drawings, and notes. Students are able to respond to problems, make predictions, record their

Grade 1 students are also part of the Elementary School-wide initiative that teaches coding to grades 1-5. For early elementary grades 1 and 2, students programmed “Bee Bots” during classroom lessons. “Bee Bots” are easy to operate robots for small children that look like bumble bees. An example of a recent “Bee Bots” classroom activity is exemplified by a first grade reading lesson that was given on sequencing. Students read a book together, and pieces of the same story’s text were then printed on large laminated paper. The large laminated pieces were scattered on the ground like puzzle pieces, and students were tasked with programming the “Bee Bot” to move to the laminated pieces of text in the order that matched the sequencing of the story. “Little do the students know that in this exercise, they are practicing reading, coding and playing a game all at the same time,” says Ms. Mo’dad excitedly.

31

ACS Matters Spring - Summer 2017

COVER STORY

32

Merit Scholarships Making an ACS Education Accessible to All ALISON SKELTON The ACS merit scholarship program was established in 2004, and has since funded five scholarship rounds, each round comprised of five to seven students who enter in grade 6. To date, 26 students have been supported from grade 6 to 12.

Financial support from the school covers everything from tuition fees, transportation, school materials, computers, calculators, student trips, gear for student trips, after school enrichment classes—the full package.

According to Middle School Counselor Oulaya Samhoun-Jawad, this is an essential detail, as “here it’s not just about giving kids an education but giving them the entire ACS experience, including sports, music, the library, and traveling. We would not be doing anyone any favors if we gave our students some of ACS but not all of it. If you want students to get the most of it, you have to give it all.” This extends to installing and covering monthly Internet expenses in student homes for access to online assignments.

The school is guided by its belief in empowering youth through quality education, taking the steps needed to ensure that its education is available to all those who seek it. A scholarship-focused admissions committee— whose members evolve over the years but have included Admissions Director Najwa Zabad, Deputy Head of School Karim Abu Haydar, and ACS division counselors, to name a few — ensure that when funding is available, scholarships are granted to incoming students of all educational, ethnic, and socio-economic backgrounds.

Outside donors fund the program, and the first round of funding raised for the inaugural 2004 merit scholarships

was collected from parents and alumni. Their financial contributions sponsored four grade 6 students and paid for their full ACS experience through grade 12. The program’s success led then-Head of School George Damon to attract additional funding the following school year from the US State Department.

Financed by the US-Middle East Partnership Initiative (MEPI), the funding sponsored six new middle school students in 2006 and seven in 2007, for a combined total of 13 kids that MEPI funding sponsored through grade 12.

Middle School Counselor Oulaya Samhoun-Jawad is an integral part of the students’ social and academic transition process. “Scholarships don’t happen every year,” says Ms. Samhoun-Jawad. “But when we have the money for it, we pool students together so that we can bring in a group of five or more, creating a built-in support system for them.”

“Students in a new environment need familiar faces to help them get adjusted. Many students are lifers at ACS, and it is hard to be the new kid in school, much less from a different socio-economic background,” says Ms. Samhoun-Jawad. Scholarship students participate in an orientation program to get to know their teachers, the school counselor, and each other before the first day of school. Many of the students come from schools without strong English programs, so extra English language practice in grades 6-8 is a must.

“By the end of middle school, some of them are performing in English as if they have been at ACS since nursery,” says Ms. Samhoun-Jawad. She continues by describing a particular merit scholar, now an ACS 33

IB ART (YEAR ONE) FIRST EXPERIMENTS

COVER STORY

graduate. “Academically he did very well. He worked hard and never took things for granted,” she recalls.

“If his parents wanted to punish him, they would tell him not to come to school. That’s how much he loved it.” But perhaps the most impressive thing to her was the way he picked up a love for music.

“Before coming to ACS, he had never seen a musical instrument in his life. By the end of his time here, he was one of the best musicians on campus. He didn’t just come here to get a good education. He discovered his talent for music, which he never would have found otherwise.”

Abir Sheato ’14 was a MEPI scholarship recipient. “My uncle worked as a guard at a nearby private school and learned that ACS was offering full scholarships,” said Abir of how she found out about the scholarship opening. “I showed up to the interview and there were hundreds of other students there for one spot.”

Now a junior at American University of Science and Technology (AUST) in Ashrafieh, Abir received a full college scholarship that covers 100% of her expenses.

What stands out most to Abir about her ACS education is its versatility. “There is an openness to creativity and talent on campus beyond academics. Whenever you have an interest in something, you have the ability to try it and practice until you are good at it,“ she relays.

For Abir, that was writing. “I wasn’t necessarily good at it but I liked it. And my teachers, particularly Nick Boke and Karen Ackerman, were always supportive,” she says. “To me,” reflects Abir, “that’s the difference between ACS and the Lebanese system. The Lebanese system is about memorizing the academic, without looking at the creative.”

Abir says she will always be grateful to ACS and MEPI for the opportunities they have given her. “I’m at the top of my class at my university. And I’m appreciated at my job because of my superb use of English. I always go one step further in whatever I do, which is what ACS has taught me to do. It has paid off.”

Nadine Kassem ’13 was a partial financial aid student who is now at Lebanese American University (LAU).

“I compare myself to others now that I’m in university.

Coming from the American system of education is great because its offerings are very diverse in ways that other Lebanese schools are not,” she says. “Just the community at ACS and the opportunities it provides, it builds personality.”

Maintaining the standards needed to keep her scholarship taught Nadine how to be responsible and build independence. “The scholarship helped me appreciate hard work because I had to keep my GPA high,” says Nadine. “I couldn’t just mess around, do whatever I wanted and get the minimum grade to pass.

I had to work hard, and I found that when I worked hard to get good grades, I worked hard in other areas of my life, too. It changed me.”

In 2014, ACS initiated a special scholarship round for seven Palestinian refugee youth. A joint effort between former Head of School Hamilton Clark, the ACS Development and Alumni Office, and five donors, the school advertised the program in local newspapers and to Palestinian refugee camps, attracting 94 applicants.

The program, now in its third year, is thriving, with students on track to graduate from ACS in 2021.

Tuition at ACS and private schools worldwide has never been higher than it is today, but the value of a rigorous college preparatory education is more important than ever before. A college-prep school like American Community School Beirut, where an average of 99% of its graduates go on to college, has significant longterm implications. College degrees are needed for a rising number of jobs and college graduates are earning on average $17,500 more than high school graduates (National Center for Education Statistics).

A vital tool in developing and fostering an individual’s future, scholarships give children a chance to build a better future for themselves as well as give back to their communities. They attract the best students, enable those who seriously apply themselves to their studies to remain in school, recognize academic achievement and promote diversity among the student body. All of these efforts enrich our campus and ensure a higherquality education for our students. We are working towards raising the necessary funds to open the next scholarship round for the 2018-19 school year.

If you are interested in learning more about how you can help support our merit scholarship program, please contact Dr. Reine Youssef, ACS Director of Development, at ryoussef@acs.lb.edu.

Many thanks to Middle School Counselor Oulaya Samhoun Jawad, Admissions Director Najwa Zabad and Director of Research and Development Services Lina Safa for their invaluable assistance in providing the information necessary to write this article.

35

RAYANA AZAR, IB ‘17

ACS Matters Spring - Summer 2017

SENIORS

38

ONWARD from ACS to University

I

t’s that time of year when the senior class transitions from the ACS classroom to the next phase of their journey, while recognizing they are now members of a celebrated group - ACS Alumni. Of the 72 international students, half will be studying in the US and Canada, many will travel to Europe for their programs and others will be staying close to home, attending universities in Lebanon.

The preparation to get accepted to a university begins in their 11th grade year with the help of the College Advisor Ms. Debbie Carreras. She walks students through the process, has them research where they might want to attend, helps them complete their applications and waits anxiously with them for their letters of acceptance. “My joy comes from seeing those students who in 11th grade say ‘Miss, I am never getting into college’ actually go through the process and then get accepted to a school they want to attend,” said Ms. Carreras.

This year’s class has a wide range of interests. Majors include Engineering, Computer Science, Hospitality, Marketing, Media Communication, Psychology, Film, Marine Biology, International Relations, Politics and the Arts. Ms. Carreras knows that the students will succeed in their chosen fields and even ventures to predict that “one of the students could become the next president” she says excitedly.

Schools are chosen for their programs as well as for personal reasons and each student takes with them special memories of ACS. Senior Miriam Charara will be attending Michigan State to get her Pharmacy degree. She has always wanted to be a Pharmacist and since her mom is from Michigan, she will be studying close to her extended family. She feels that ACS helped her grow as a person, it has the best teachers and “they are so understanding.”

Classmate Robbie Koeck is studying Economics at McGill University in Canada. It was his ‘dream school’ and he was elated when he received his letter of acceptance. Although he has lived in many countries, his family moved to Lebanon two years ago. He said that his transition to ACS was easy and the school was an ideal choice. “Everyone has their own unique ability and vision of life. I am curious to see how it pays off in the future,” he observes of his classmates.

For Karim Nameh, the President of the Student Council, Georgia Tech was his choice to study Mechanical Engineering. He believes the choices that were offered to him, Georgia Tech and McGill, are because of the school’s faculty and staff, exclaiming “ACS has helped me learn what I like to do and what my interests are.”

AUB is the University of choice for Sima Bu Jawdeh, explaining “ACS fosters your curiosity in both scientific 39

SENIORS fields as well as humanitarian ones” which is why she is considering a double major in Biology and Psychology.

“Since our society condemns people with mental illness, I would like to spread awareness so that we can actually embrace them into our society. “ From an administrative side, this next step is exciting.

For new HS Principal Dr. Rob Allison, this is his first graduating class at ACS. “Nothing is more challenging than coming into a new school and managing seniors.

It’s a time of such significant change and transition stretched out over a relatively long academic year,” he said. His belief is that the students will use ACS as a booster for their future experiences, confidently moving forward. His hope is that they will remember their teachers, friends and ACS community fondly.

ACS Matters Spring - Summer 2017

For the past four years, during her tenure at ACS, teacher Ms. Rebecca Naughton has worked closely with this graduating class. She is well regarded by the students, having been elected to speak by the seniors at the “Celebrating the Seniors” event this past fall. She gave a speech highlighting the diverse interests of the class and encouraged the students to not only make good choices but to “make interesting choices,” while reminding them to enjoy this year and their friends. The Class of 2017 is her last class at ACS as she will be taking a new job at an international school in Kuala Lumpur, Malaysia, with her husband Ryan Naughton this fall. She too waited with anticipation for the acceptance letters to see where the students will be going to university.

40

As the seniors get ready to ‘walk with cap and gown’ before moving onward to the next chapter, they will also walk as alumni. Ms. Danai El Hajj Ibrahim, Director of Alumni Affairs and Community Relations “developed a great bond with this class” and knows many of the students since their early days at ACS. She has been engaging them in activities at school and “looks forward to seeing them soon at various alumni events.”

An international class represented by 20+ nationalities now becomes international by geography, going to universities in more than ten different countries.

RECIPIENTS OF THE ACS SPECIAL ACHIEVEMENT AWARDS (MAY 2017) The Walter Prosser Award Layla Tabbal The Citizenship Award Sima Bu Jawdeh The Fine Arts Award Leen Harazallah The Blair Harcourt Award Rayana Azar The Farah Family Athletic and Leadership Award Adam Zabadne

41

ACS Matters Spring - Summer 2017 Rayana Azar, IB ‘17

SENIOR ART

42

Pop Up IB Art Show

at Beirut Souks

ACS

held a two-day, pop up art exhibit for its annual International Baccalaureate (IB) Visual Art Exhibition in a gallery space of the Beirut Jewelry Souks. For the past six years, Solidere has generously permitted ACS to hold the annual exhibit in the downtown Souks.

The March 16-17 art show exhibited more than 80 pieces by ten ACS seniors pursuing the IB Visual Arts Diploma. IB Art teacher Cailin O’Connor helped oversee the show’s curating process, making sure to incorporate features into the exhibit that she had learned from her previous profession as an art gallery curator in the states.

The professionalism of the show was visible at every level, from the quality of the students’ artwork to the depth of the artist statements and the wall text featuring the names and themes of artist sections.

The exhibition is the culmination of a two-year effort by students to fulfill the prerequisite of the IB Visual Art Diploma that requires participants to present their work in a public space. Each student picked a topic to drive the focus of their work. This year’s topics

included “Freedom of Expression,” “Feminism,” “Food,” “Fairy Tales,” “Conflicts,” “Getting Closer,” “Japan,” and more.

The student artwork addressed a variety of issues that reflect the cultural experience and socio-political context of the world in which they live. Among the many ideas expressed, a few seemed to be echoed in a number of the student pieces. Fantasy vs. reality and social pressures placed on women were two repeating themes. “There is an energy exchange that happens in the studio among the group,” said O’Connor.

“They’re a very tight cohort and they go through a two year program together. They share ideas and help each other.”

Luna Akil framed her work around the thematic area of “Freedom of Expression.” “The main issues that are portrayed in my work are feminism, body image and animal cruelty because I’m vegan myself,” said Akil.

“One of my paintings looks at what it would be like to be in an animal’s shoes by “hooking” a human face in the mouth so that the viewer can feel uncomfortable about something that is accepted in society.”

43

SENIOR ART

44

Ghalia Kabbani, IB ‘17

Rayana Azar, IB ‘17

Nadine Hantes, IB ‘17 (detail)

Luna Akil, IB ‘17

SENIOR ART

46

Maya El Moussaoui, IB ‘17

In Rayana Azar’s “Getting Closer” artist statement, she encourages viewers to take a deeper look at her work to assess the true significance of her images.

“My work was mainly influenced by artists such as Parastou Forouhar and Kara Walker. Both artists use controversial meanings in a way where from a distance their works are aesthetically beautiful, but if you get closer to them both artists impose a completely new perspective of their work on the audience,” writes Azar.

This is apparent in what seems to be a colorful and lighthearted piece of hers entitled “Small Peak.” Upon closer inspection, it is full of hopelessness and despair.

Maya El Moussaoui, IB ‘17

Head of School Greg MacGilpin attended the exhibit’s March 16th opening. “I am speculating here but every year in the IB art class, there is a different dynamic.

It just so happens that this year it is comprised of all young women, and they’re taking on some societal issues…You can see their works are talking to each other. I think that comfort level with each other allows this to happen,” observed MacGilpin.

He found the art exhibit to be an ideal way to honor ACS student artists, as did Ms. O’Connor. “In the art world, for young and emerging artists, the most valuable experience is to have an exhibition,” said O’Connor. “It’s so special because many programs— even university programs—might not provide an opportunity to exhibit until the very end, if even that. But to have this cohesive group exhibition is really special.”

47

ALUMNI

ACS Matters Spring - Summer 2017

Where are You and What are You doing?

48

Stay in touch

and share your life accomplishments and professional endeavors at alumni@acs.edu.lb

DR. RAMI ABADI ’99

is a General and Cosmetic Dermatologist practicing in Beirut and is also a regional trainer for Botox, Fillers, and Laser treatments. He got married in 2007 and is a father to three amazing children. He also completed his MBA in 2015. His daughter goes to ACS.

DANA BALLOUT ‘05

recently moved to Los Angeles, California to work on a documentary series for a major streaming network that will be directed by double Oscar-winning director Bill Guttentag.

ACEIL HALABY ’07

will be graduating from MIT this June where she will complete her degree at the Integrated Design Management program. She will continue to work full time for Bloomer Tech, a biotech startup aimed at embedding biometric sensors in everyday clothing for the monitoring and rehabilitation of heart disease.

RACHAD DARDARI ’12

studied hospitality at Les Roches International School of Hotel Management in Switzerland after graduating from ACS. After numerous internships in hospitality, he recently moved to Budapest to work for the Ritz Carlton. He is proud of his achievement, especially as it is his first official job and will give him the opportunity to discover a new culture and beautiful city. ACS, says Rachard, “will always be engraved in my memory. If any of you pass by Budapest please do not hesitate to contact me.”

KARINA MAKAREM ’13

is currently doing her counseling training at ACS with Middle School Counselor Oulaya Samhoun-Jawad.

Karina is a psychology student at LAU.

FAISAL MALAS ‘15

is a rising Junior at the University of Texas at Austin and is majoring in Neurobiology and minoring in Computer Science. Faisal works at the University’s International Office, and in his downtime, he explores Austin’s amazingly diverse live music scene; which led him to a great opportunity to work with a music creation and networking app called OffTop.

Save the date JUNE 29

ACS Beirut Campus 49

ACS Matters Spring - Summer 2017

ALUMNI

50

During the Easter Break, many families were on vacation but not the Head of School, Mr. Greg MacGilpin, Development and Alumni Relations Director Dr. Reine Youssef nor Ms. Danai El Hajj Ibrahim, Director of Alumni Affairs and Community Relations. Instead, the three embarked on the final leg of the 2016-17 ACS Alumni Tour to visit with alumni in San Francisco, Los Angeles, and Austin, Texas.

one talked of their days at ACS, mentioning the school closings, learning Arabic, long term lessons and the inspiring faculty who taught them. They wanted to know about the campus, had it changed since their days? How has the school grown, what are the younger alumni doing? Questions were asked about the current teachers, the students (1,100 today compared to 200 in the 1960s) and what the school is like today.

For many alumni, it was a chance to reflect and share experiences from their time in school. There were representatives from a wide range of years, including Daniel Bliss’s granddaughter, Ms. Margit Bliss Orange, class of 1954 and 2016 graduate Farah Bissat. Each

Board Member Melinda Brunger ’69 and her husband Bill Brunger ’66 travelled with the ACS team for the San Francisco and Austin reunions.

Both Melinda and Bill attended the 2017 ACS Fundraising Dinner in March and are active alumni members who enjoy their visits to

Lebanon. Together, they shared their experience of the school, what it was like to be in Lebanon during the 60s, the importance of education and their photos from ‘back in the day’ at ACS. Career-wise, some were retired after many years of working while others were just starting down their career paths. Ramy Ballout ’99, for example, has just launched a travel app in San Francisco. All alumni agreed that they enjoyed meeting new students from the school and sharing their experiences. This trip reinforced the ACS Mission Statement as it was full of former students serving the world community with creativity and integrity.

51

NADINE HANTES, IB ‘17

DEVELOPMENT NEWS

Parents, Alumni, ACS Mothers, and Oumeima El Khalil

Raise Funds for the School

ACS Matters Spring - Summer 2017

2017

54

180 parents, faculty, staff, alumni, and Board of Trustees filled the Beirut Kempinski Hotel ballroom on Friday, March 3, for the sold-out 2017 ACS Annual Fundraising Dinner.

Each year, the ACS Parent Volunteer Committee (PVC) plans the event, with this year’s dinner featuring two live bands and a dance floor.

Middle School English teacher DJ Saint James emceed the event and introduced Head of School Greg MacGilpin, who thanked the crowd for its support and gave brief remarks on the significance of the ACS Annual Fund.

“Every one of us has made the decision to choose ACS,” said MacGilpin. “As your Head of School, one of the cornerstones of

my belief is that these days, these years for our children are more important than any other time.

More important than their college or university lives,” he continued.

“Please know that your child, your children, are in the care of people at ACS who truly believe that these are the days, and by choosing to give, to be philanthropic, you are choosing not only a stronger experience for your children now, but ultimately, you are creating a better society.”

A small raffle highlighted items donated by Rymco Powersports, Sarah’s Bag, Geek Express, and two ACS parents. A Spider Man Collectable poster, Hermes bracelet, iPhone 7, Sarah’s Bag clutch, Peugeot Django Scooter, and, one of the most highly coveted, a 20172018 parking spot in the ACS new building topped the raffle prizes.

online extras

For the first time since its inception in 2010, the dinner coincided with the annual ACS Board of Trustees meeting, allowing the opportunity for trustees who travelled to Lebanon the occasion to also attend the evening fundraiser.

55

DEVELOPMENT NEWS

Alumni Go MAD for ACS Make a Donation Challenge Coinciding with the kick-off of the NCAA March Madness basketball tournament, ACS challenged it’s alumni “to go MAD” the week of March 1-7 to raise funds for the ACS Athletics and Activities Fund. 115 alumni donors contributed a recordbreaking $19,365 in just one-week to support the cause. The online MAD Challenge campaign takes place every spring and supports a different school fund each year. This year’s Athletics and Activities Fund donations provided an immediate impact on the needs of the ACS athletic program in the form of new team uniforms, tournament venue rentals, tournament travel fees, and trophies.

Danai El-Hajj Ibrahim ‘06, now Director of Alumni and Community Relations, leads the MAD Challenge each year, exclaiming “this year has been the best result for the MAD

Mother’s Day

ACS Matters Spring - Summer 2017

Fundraising Brunch

56

The Parents Volunteer Committee (PVC) had a busy month, hosting a second fundraising event at the Villa Linda Sursock on Monday, March 20th in honor of Mother’s Day and the ACS Annual Fund. More than 150 attended the festive event. Raffle prizes were awarded and tributes were given regarding the special place that ACS mothers hold within the school community. A big thank you to Parent Committee President Mona Maktabi and the Parent Volunteer Committee.

Challenge. We had more donors and raised almost $5,000 more than last year. It looks like the word is spreading and that alumni are starting to anticipate that the

campaign will be happening each spring. I am very excited by the positive response it has had in our community and am grateful to everyone who donated.”

Oumeima El Khalil Annual Fund Concert Acclaimed Lebanese singer Oumeima El Khalil performed a concert to raise funds for the ACS Annual Fund on Saturday, January 28. Over 250 attended the event and sang along to the beloved singer’s classics such as “Asfour,” “Ouhibbouka Akthar,” and “Niyalak.” She also performed

two new songs from her new album “Chou Bhebb Ghanneelak.”

The concert raised approximately $12,000 for the ACS Annual Fund and was filmed to later be broadcasted on LBC. The ACS Annual Fund raises funds each year to cover operating expenses that are not supported by student tuition.

Oumeima El Khalil is from a small town in Beqaa Valley called Al Fakiha. She was discovered in 1979

by Marcel Khalifeh at the age of 12 and performed with him for a number of years until she went solo in 1994. She is a regular performer worldwide and a staple in the fabric of Arab Culture.

57

ACS Matters Spring - Summer 2017

DEVELOPMENT NEWS

58

ACS Dedicates the

Kuwait Music Room Members of the international diplomatic corps in Lebanon attended a special dedication ceremony on Wednesday, March 15 for the newly unveiled “Kuwait Music Room” at the American Community School Beirut (ACS).

A contribution from the Embassy of Kuwait provided the financial support needed for the school to build a brand new, state-of-the-art music classroom. The Embassy’s donation is one of the most recent gifts to the school-wide $12.5 million ACS Capital Campaign that aims to modernize and improve the school’s facilities.

His Excellency Mr. Abdulal Al Qenaei of Kuwait addressed the crowd and thanked Head of School Greg MacGilpin for honoring the State of Kuwait. “It is our most sincere pleasure to be with you and participate in this endeavor,” said Ambassador Abdulal Al Qenaei.

He spoke of the unifying quality of music, exclaiming, “music is something that is not confined to one area or another but is an international language.”

His Excellency Mr. Ali bin Hamad Al Marri Ambassador of Qatar, His Excellency Mr. Ahmed Bouziane Ambassador of Algeria, and His Excellency Karim Boudali Ambassador of Tunisia attended the event in support of Kuwait.

His Excellency Dr. Waleed Bukhari, Charge d’Affaires of Saudi Arabia and diplomatic representatives from the United Arab Emirates, India, Oman and Palestine also were in attendance, as was Farah

al Khatib, the head of the Cultural Desk of the Lebanese Ministry of Foreign Affairs.

The ceremony featured three musical performances in the new classroom by students in grades 6 and 7, as well as a student vocalist from grade 12. When grade 6 student Evanour Hamadeh was asked about the significance of the new classroom, she replied, “All the equipment is in top form, and we work hard to take care of it and keep it that way. I didn’t know how to play base guitar at the beginning of the year, but once I stepped inside the classroom, in just six weeks, I learned how to play a full song and I was really proud of that.”

The feeling is mutual for music teacher Nicholas Thornton. “The facility we had before actually had noise-bleed through a ventilator system into an IB math class. So pretty much every time I had a

class, we’d be playing away and the poor, beleaguered math teacher would come tell me they were having an assessment—and I’d reply, so are we!” he exclaimed.

“Now that we are down there in an acoustically treated, soundproof environment, it’s a totally different ballgame. The kids can really exercise their passion. Kids are always there now banging away and singing. They are so engaged that I often have to interrupt them to get their attention,” said Mr. Thornton.

ACS extends its gratitude once again to the Embassy of Kuwait for its investment and gift of support to the Music Program. The school is firmly committed to arts education as an integral part of its curriculum and believes explorative experiences such as music will nurture the skills necessary for students to develop into creative leaders who are able to meet the challenges of the future.

59

IN THE SPOTLIGHT

Student Spotlight Getting to Know

Rayana Azar ’17

Rayana Azar is about to embark on a new journey.

After four years at ACS, she is moving to Canada and will be reunited with her sister on the campus of University of Toronto (U of T). Rayana—a multi-sport athlete, IB student and photographer—does not like to talk about herself. She prefers the high she gets on the soccer field after a successful play with her teammates or being behind a camera, photographing interesting scenes and people’s expressions. “I like to take candid, street photography,” says Rayana. “I’m not interested in landscapes because if you’re in a beautiful setting, any photo will turn out great, you don’t have to work at it.”

She recently exhibited the culmination of two years of her artwork for the IB Art Show at the Beirut Souks.

Tasked with exploring a wide variety of media, Rayana ventured beyond photography to painting, sculpture, and installation art under the theme of “Getting Closer,” encouraging her viewers to take a deeper look at her work to assess the true significance of her images.

ACS Matters Spring - Summer 2017

Throughout high school, Rayana has prioritized school, arts and sports over everything else. “I need to focus right now on what will help me in the future.

I have plenty of time to do other things when I grow up,” said Rayana.

60

A skier and swimmer since the age of three, Rayana competed outside of school in these sports for as long as she can remember. She was chosen to join the Lebanese Ski Team at an early age and traveled to Italy and France for ski races, bringing medals back home with her. She picked up track and field in middle school and soccer in high school and was recently awarded the “No Guts No Glory” by her soccer coach, Danai El Hajj Ibrahim ‘06. Coach Danai describes Rayana’s character on the field as unparalleled.

“Without a doubt, this player exhibited unmatched sportsmanship, leadership, and commitment, putting the team first at all times. In my six years as a coach to several different sports, I have yet to have coached such a dignified and composed young athlete, who dealt with all situations with impeccable sportsmanship.”

Rayana also received the Knight Award, the highest honor a grade 11 or 12 ACS athlete can be awarded.

Only one male and female athlete win this award each year. It is given to someone who excels in more than one sport and demonstrates outstanding dedication, leadership and sportsmanship.

For Rayana, sports and extracurriculars are not optional. “I don’t function properly if I’m not able to run and build up my energy. I won’t be able to focus at home or sit down and study if I’m not active,” says Rayana.

Rayana’s hard work and determination is not only confined to the athletic field, but also to her classes.

Her favorite class is physics because it solves her “questions about the world. I don’t like looking at something and not understanding what’s happening,” she says. This curiosity fueled her interest in computer science, which she plans to be her major at U of T. “Computer science will help answer a lot of questions in life. The world is managed by computers, and to be the one coding behind it is pretty cool. The thought of controlling a computer and telling it what to do fascinates me.”

IB Physics teacher and chair of IB program, Nada Chatila, describes Rayana’s qualities as a student much like Coach Danai describes her character as an athlete.

“Rayana is a student who is after learning. She wants to understand the entire concept and will not get peace of mind until she has full understanding,” says Ms. Chatila. “You can directly tell from her expressions in the classroom when she is fascinated by something.

She always looks for connections, and what means most to her in learning something is how she can apply it to the real world,” continues Ms. Chatila. “I highly respect her as an individual and as a student because she is authentic and principled.”

When asked about an academic challenge, Rayana immediately answers IB Year 1 Math. “It took me five times longer than usual to get the material. The only way the skills would stick with me was if I studied for a test five times. I’d literally do each homework

assignment over again five times. Little by little, as I kept doing it, I slowly got there.” She knows practice is something that works for her in building athletic skills and applies that same logic to school.

Despite not wanting to be the center of attention, Rayana cannot help but stand out. Her commitment, passion, integrity and dedication to the things she values will take her far in life.

61

IN THE SPOTLIGHT XXXXX XXXXXX

Meet Lebanese Equestrian Champion ACS Student

Yasmina Bocti ’20

Yasmina Bocti ’20 discovered her love for horseback riding at the age of 6 and begged her parents to let her take lessons. Despite their initial hesitation, they agreed. Now, she practices six days a week, competes professionally every weekend, and holds the title of the 2015 and 2016 Lebanese Equestrian Champion. She recently came in first place for her division at the 2016 Longines Masters of Paris, a highly anticipated show where the best of the best equestrian athletes compete.

Beyond her fame in Lebanon, the young equestrian’s talent was also noticed two years ago by the acclaimed French equestrian coach Patrick Condon. Because of her dual nationality, Yasmina was asked to join the French team as well. She now competes under the French and Lebanese national teams and travels both locally and to Europe for competitions. She is sponsored by Saradar Bank and recently was featured in a Saradar advertisement at the Beirut- Rafic Hariri International Airport.

ACS Matters Spring - Summer 2017

For skill acquisition, Yasmina rotates between five different horses: Barcelona, Adelfi, and Darcoloma are in Lebanon; Darina and Acanthus in France. “I learn faster from riding different horses. Each horse is unique and by learning from one horse, you can use those techniques on another to help you,” says Yasmina. “Darina is my favorite horse because she brought me to the Nation’s Cup last summer,” she says. The Nation’s Cup is the most prestigious Show Jumping series for national teams in the world.

Yasmina was selected as one of four to compete in the cup under the 13-16 age category for the French team. The team placed third overall.

62

How does the 9th grader balance her life as a student and professional athlete? HS Math teacher Tom Pederson believes that she is able to do so because “she is responsible. She always informs us about her travel ahead of time. And during her time away, she checks the online assignment board all the time to stay on top of her work and meet deadlines,” he says.

“I think because she has been riding and traveling all these years, she has developed habits to maintain her responsibilities for school and riding. She is mature, assertive, and has the confidence to ask questions about things she doesn’t understand,” he said. HS English teacher Michelle Grant agrees. “Yasmina is

100% in control of her work.”

Before starting at ACS last year, Yasmina came from the French school system. Despite a change in language, Yasmina’s English level has advanced in a remarkably short period of time. “Yasmina understands the complexities of the material that we are studying in English class and at a higher level than some of the students who have been studying English for a longer period of time. She is curious, always asking questions to deepen her knowledge, and has a very good sense of humor,” says Ms. Grant.

While some athletes at her level choose to focus on riding and enroll in part-time online academic programs, she is committed to her studies. “I want to go to a good university and have the college experience,” she says. “Plus my parents would never let me,” she smiles. If she does not pursue riding as a career, she is interested in being the CEO of a company one day. But before all that, her hope is to make the 2024 Olympics.

63

IN THE SPOTLIGHT XXXXX XXXXXX

Faculty Spotlight Ruwaida Kaed Beyh

ACS Matters Spring - Summer 2017

Shares Her Passion for Arabic

64

Middle School Arabic teacher Ruwaida Kaed Beyh was recently selected by ACS to present two workshops at American University of Beirut (AUB) in Winter 2017 on how to apply technology tools to teach Arabic. Over 40 educators attended the workshops.

“The turnout was much greater than expected,” said Ms. Kaed Beyh. “It seems that teachers are thirsty for technology to be integrated into traditional Arabic classes. Teachers came from all across Lebanon to the workshops. Aley, the Chouf, Beirut, Saida, and Tripoli—all over.”

In her classes, students have fun while learning the language. Each day, she gives a 10 to 15 minute lesson at the start of class. Students spend the rest of the period working together as a team to complete the accompanying technology activities. Using online dictionaries to discover new vocabulary, students tell stories in Arabic by creating animated movies, draw Arabic speech bubbles for picture captions, use graphic design to create beautiful outlines for writing, and much more. “I see the love of my class in the eyes of my students,” says Ms. Kaed Beyh. “This makes me want to share my lessons with other educators.” Students come to her class eager to see what she has planned for each day. “They come to class happy because they think it’s time to play a game—even though it’s not a game.” For Ms. Kaed Beyh, this is key. “Learning with fun is what I like. This is my goal. I don’t want my students to get bored,” she says. The work she puts into her class to make it new and exciting leads her students to excel.

While many of her students enter her class at different language levels, the majority of them meet most of the Arabic standards by the end of the year.

Kaed Beyh was first exposed to the concept of technology integration and classroom media at an ACS professional development session led by the UK College of Teachers in 2015. The session inspired her to work towards discovering these tools for Arabic.

“I wanted to add a spicy taste to my class,” she said.

Now, she is driven to take her work to the next level to

advance and modernize Arabic language classrooms on a larger scale. “I feel that Arabic classes around Lebanon are in need of applying Arabic language skills through the use of technology tools,” she exclaimed.

Indeed, the school is fascinated to see where Ms. Kaed Beyh’s creativity and passion for teaching the Arabic language will take her next.

Ms. Kaed Beyh is a full-time Arabic teacher for grades 6 to 8 at ACS. She also teaches Superior Arabic as a Foreign Language Level 8 at the American University of Beirut, which moves college students from a superior level of proficiency towards fluency.

65

IN THE SPOTLIGHT XXXXX XXXXXX

Adjusting the bar: Curriculum Changes The New Middle School Report Card

by DJ Saint James The Middle School at the American Community School Beirut joined schools across the world in 2016-17 by implementing a new grading system called Standards Based Reporting. Standards Based Reporting, or SBR, breaks down each subject by the standards that are learned, providing feedback on them individually.

According to Mr. Triche, the Middle School English Department Head, “This allows teachers to clearly communicate the purpose of each instructional activity and allows students to see their progress in achieving the various standards. Thus, students and parents are

able to more clearly understand student progress in each subject.”

Teaching at ACS has been guided by the American Education Reaches Out (AERO) Standards for years now, but scoring has always followed the traditional grade-based system in which students receive an overall grade of A, B, C, D, or F in a subject. In traditional systems, teachers blend information on how well students apply skills and utilize their understandings into one single score -- a grade. That mix also frequently

Introducing the ACS High School Diploma

ACS Matters Spring - Summer 2017

by James Kessler

66

For two years, the High School (HS) has worked to align and consolidate the academic curricular tracks to best support all students. While on the surface, the most notable change was the elimination of the Honors Program in 2016 (previously known as American College Program), the more substantive adjustments have been three fold: to ensure that our mission, identity, objectives, and beliefs are injected in the curriculum; to clarify our curricular options for students, parents and universities; and to diminish program redundancy. All HS students pursue an ACS High School Diploma but, within this larger umbrella, they may also pursue the Lebanese Baccalaureate (LB) or the International Baccalaureate (IB) as either the full diploma or as an individual IB course work candidate.

Dr. Rob Allison, ACS’s high school principal, explained that the primary motivation behind

streamlining the curricular tracks was in large part due to wanting to keep a bright focus on ACS’s mission of empowering “students to solve problems with creativity and integrity, to lead well-balanced lives, and to serve Lebanon and the world community with understanding and compassion” – while maintaining the school’s identity as an unabashedly collegepreparatory academic program. When reviewing the curricular track system, the administrative team asked whether the curriculum offerings reflected that mission and how closely. They then aimed to find how to better bring the curriculum and mission system into greater alignment. As the IB mission is quite similar to that of ACS by “developing inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect,” the HS administrative team decided to consolidate the track options around

includes marks for student behavior like punctuality, participation, and assignment completion. This leads to variation among teachers in how students are graded, which makes it hard to interpret how each teacher weighs the different factors that make up a grade. Standards-based assessment and reporting means that students know what specific standards are being taught and assessed by the teacher and the degree to which the student has achieved each one. The goal of SBR puts the focus on learning, a journey students begin in school and continue throughout their lives.

The SBR proficiency levels range from one to four, but it is important to understand that this is not the same as traditional letter grades. On this rubric, a four establishes that a student has met and mastered the standard. A three means that there is a strong understanding of the standard but room for improvement. A score of two means that the student has partial mastery. One on the rubric indicates that a student has not currently achieved the standard.

the IB and IB preparatory courses wherever possible.

Nonetheless, the review team came to the conclusion that the underlying curriculum of the school is not the IB or the LB but an ACS curriculum. According to Dr. Allison: “We want to offer one curriculum that can be tailored to each student’s needs (whether he or she takes LB, IB or the ACS Diploma). What we offer is ACS.”

including externally moderated exams at the end of grades 9 and 12, is integrated as closely as possible into this common ACS program. Ms. Rima Zein, ACS’s LB coordinator, explained the concerted effort to give LB students a common history and English experience in grade 10 and a fully integrated grade 11 experience with other ACS students. No matter which track a student chooses, the end result is an ACS education grounded in the school’s mission.

What does this new approach look like in practice? As mentioned, all students pursue an ACS HS Diploma.

And, “the coursework of an ACS HS Diploma class is identical to an IB standard level subject,” as stated by the ACS Curricular Program. The major difference will be those who pursue additional IB certificates or the full diploma will take externally moderated exams at the end of their high school career. The LB program, while it has its own programmatic demands,

Implemented for the first time during the 2016-17 school year, the transition to the new curricular track system has proven a smooth process, leading to a greater sense of common mission and experience at the school. Yet, like any new initiative, the process is ongoing and there likely will be adjustments made as ACS strives to meet its ultimate goal of offering an excellent education to all of its students.

67

ACS Matters Spring - Summer 2017

IN THE SPOTLIGHT XXXXX XXXXXX

68

ACS Hosts LEBMUN ‘17 At 11 AM on Saturday, February 25, the Model UN General Assembly debate on honor killings was abruptly interrupted by breaking news from the President of the United States. In the studentled, simulated version of the United Nations, President Trump announced that Iran had given nuclear weapons to North Korea and now Trump was ready to declare war. The General Assembly delegates had 20 minutes to come up with resolutions to present to the President on how to respond to the threat.

Such occurrences were the norm during the high intensity, 14th annual LEBMUN three-day conference hosted by ACS on the campus of American University of Beirut. 150 students from schools across Lebanon came together for this year’s conference under the theme of “International Crisis Management” to debate pressing issues such as nuclear proliferation, the Zika crisis, the Greek economy, the Syrian Civil War, and the Saudi-led intervention in Yemen.

Prior to the February 24-26 conference, students were assigned as delegates to one of 193 UN countries. Delegates were then appointed to sit on one of the following five UN forums: General Assembly, Economic and Social Council, International Criminal Court, Security Council, and new for this year, the Middle Eastern Council. Each delegate was expected to prepare a resolution

ahead of the conference that reflected the actual position of his or her country on topics to be debated in their respective forums.

The opening “Lobbying and Merging” session allowed delegates to meet with their ally countries and formulate a unified solution to the issues at hand.

Each group of allies negotiated until they reached a solution that satisfied all—or at least most— of their countries’ policies.

By the end of the 72-hour conference, delegates had passed 13 resolutions, solved three emergency crises, and even had a surprise visit from students dressed as President Trump and his wife Melania.

“This year’s Model UN delegates were 100% engaged. They were enthusiastic, organized and accepted each other’s perspectives,” said ACS MUN faculty leader Rima Zein. ACS MUN is a student led co-curricular, and the role of HS Faculty advisors Rima Zein, James Kessler and Akram Abdallah as well as the MS Faculty advisors Claire Chalhoub and Eric Triche is to guide the students from behind the scenes.

“As a student led activity, students train students. We don’t train them as teachers. Each student group trains the incoming group.

This includes the parliamentary structures of the UN, how to debate, how to find current case studies that can be debatable.

MUN is a package—a full package,” continued Ms. Zein.

Along these lines, ACS MUN students must take care of all logistics for the LEBMUN conference—from designing and printing the nametags, certificates and placards to the catering.

“This teaches students how to handle any situation related to organizing an event,” remarked Ms. Zein. “And, for those who are good at designing, it’s a very good opportunity for them to design the placards, certificates and nametags. You see the strengths in our students and we help develop them more.”

With students finishing all the necessary logistics three weeks ahead of time, their dedication to MUN and passion for current affairs was palpable the day of the main event. After fourteen consecutive years, ACS’s MUN club is the oldest MUN club in all of Lebanon, and its popularity continues to grow each year on campus.

50 students from grades 6-12 are presently enrolled in the club for the 2016-17 school year. Seven out of eight ACS MUN delegates were recently recognized for their outstanding contribution at the March 1012 Venice MUN conference at the Liceo Classico Foscarini.

69

ACS Matters Spring - Summer 2017

IN THE SPOTLIGHT XXXXX XXXXXX

70

MS Ventures Out For Week Middle school students embarked on an ACS rite of passage a few months early this year, participating in Week Without Walls (WWW) February 20-24, 2017. The oneweek trip, typically held in May, consists of community service projects, adventure activities, cultural exposure and arts experiences in domestic and international locations. The week was scheduled for late February this year to leverage its positive effects for the rest of the year. “We find out that students come back different in some way,” says MS Principal Phil Wendel.

“Often, they are more appreciative of their surroundings and have better relationships that enhance their learning throughout the rest of the year.”

This year’s local option was a weeklong excursion in Lebanon that included a visit to the UNIFIL ship, two snow days in the mountains, and a day performing community service with the school’s NGO partner, Unite Lebanon Youth Project (ULYP). Local gemologist Jean Jureidini also taught students about gemstones and Maya Alamaddine gave a photography workshop.

Without Walls

Aquarium, visiting a local elementary school and participating in dancing and sporting activities with local students.

Grade 7 students who traveled to Dibb Island, Oman shared in a week of science, community service, team building and culture.

Activities included trekking, a low ropes course, kayaking, snorkeling, rock climbing and a night sleeping outside on the beach. Absolute Adventure Camp facilitated the activities, and students stayed on-site at the camp, which is also a functioning date farm.

Grade 8 students travelling to Sri Lanka spent 5 days staying in the Sri Lankan jungles at the Borderlands base camp near Kitulgala.

From there, they branched out each day for various adventure activities such as abseiling, hiking, and canoeing, as well as a visit to an elephant orphanage. Students also

spent a day with a local school interacting with its students through cricket, volleyball and other activities. ACS grade 8 students raised $3,800 during the MS Halloween Fest last fall to pay for the building of toilets at this local school.

“The WWW program is significant because it provides students with an experience that they cannot get in a regular classroom,” says Wendel. “This only adds to the dimensions of learning in a positive way.

It changes the dynamics of learning by changing students’ learning environment.” Students come back to ACS “with stronger, more respectful relationships between each other and their teachers; more self-confidence; improved trust and cooperation within the community by facing challenges and experiences together; and promoting tolerance and acceptance of new cultures,” observes Wendel.

WWW international destinations included a grade 6 trip to the island of Crete, Greece, Dibb Island, Oman for grade 7, and Sri Lanka for grade 8.

Grade 6 students who traveled to Crete participated in a number of cultural activities such as Greek cooking (prepared in a traditional farmhouse), exploring the Palace of Knossos, touring the Crete 71

IN THE SPOTLIGHT XXXXX XXXXXX

Roots & Shoots Winter Carnival Event The Elementary “Roots and Shoots” after-school club invited orphans from a local orphanage to attend the Early Years Winter Carnival on Friday, December 19th. The children were welcomed into the festive auditorium and given a tour of the room before beginning the games and activities. While they played games their eyes sparkled.

Most of the kids’ favorite game was the ring toss. The faculty members had to help them reach the target but the glow of happiness on their faces when they won was priceless.

It was hard to see them leave and even harder when they politely said good-bye. The faculty and students knew they had helped them, and it was a day to remember in both our lives and theirs. Here are some lines a few of the “Roots and Shoots” members wrote about their experience with the kids:

ACS Matters Spring - Summer 2017

I first thought these children would be sad and we’d have to drag them into doing the games, but when I met one special girl named Rayan my point of view towards them changed. Rayan was eager to do all games and a smile was always on her face. When we were with the children, I felt like all our hard work had paid off, just seeing them running around with smiles on their faces was enough to last a lifetime.

- Haya Ghazale

72

When the children came, I expected them to be a little gloomy and sad. But when they came they were super energetic and happy. Kian and I didn’t speak Arabic, so we were assigned to a station. IT WAS SO FUN!!!

- Tegen Smith

I felt incredible helping these children; it was an awesome experience. They may be underprivileged, but the laughter and smiles were memorable. Seeing the kids laugh and smile made me think positively, not negatively about them. The experience was awesome, and I wish we could do it again.

- Lana Ghazale

I felt very good because I did something good for the children. I felt nice in my heart. I bet they felt good because maybe in one year they didn’t feel joy or happiness. Happiness can even be found in the darkest of times.

- Kian Molan

JOOD AL-SALEH ‘20

ACS Matters Spring - Summer 2017

KNIGHTS

74

MIDDLE SCHOOL SPIRIT IN SPORTS AWARD

2016-17

ATHLETICS AWARDEES

is awarded to a male and a female middle school athlete for outstanding school spirit, sportsmanship, and participation in athletics.

The winners are: Alex Fouladfard (Grade 8) Reem Hage (Grade 8)

JUNIOR KNIGHT AWARD

is awarded to a male and female athlete in the 9th or 10th grade who excels in more than one sport and demonstrates outstanding dedication, leadership, and sportsmanship.

The winners are: Reem El-Khalil (Grade 9)

Maximilian Koeck (Grade 10)

KNIGHT AWARD

is awarded to a male and female athlete in the 11th or 12th grade who excels in more than one sport and demonstrates outstanding dedication, leadership, and sportsmanship.

The winners are: Robert Koeck (Grade 12) Rayana Azar (Grade 12)

75

circa1998

WHAT'S IN A NAME?

EVER WONDER WHY IT’S CALLED THE RABBIT FIELD? STUDENTS AND ALUMNI, SHOW OFF YOUR ACS HISTORY SMARTS OR SEND YOUR BEST GUESSES TO ALUMNI@ACS.EDU.LB AND WE’LL FEATURE YOUR RESPONSE IN THE NEXT ACS MATTERS

MAKE A DIFFERENCE.

67 Nigeria Street, Jal El-Bahr 2035-8003 | P. O. Box 11-8129, Riad El Solh 1107 2260 | Beirut, Lebanon T +961 (1) 374 370 | F +961 (1) 366 05

www.acs.edu.lb

circa2016