french american mission

Guidé par des principes de rigueur académique Guided by the principles of academic rigor and et de diversité, le Lycée International Franco-Américain diversity, the French American International School propose des programmes en français et en anglais, offers programs of study in French and English to pour assurer la réussite de ses diplômés dans un monde prepare its graduates for a world in which the ability dans lequel la pensée critique et la communication to think critically and to communicate across interculturelle seront déterminantes. cultures is of paramount importance.

values

Notre communauté internationale rassemble des Our international community brings together personnes de toutes origines. Ensemble, nous people from many backgrounds. Together we contribuons à créer une culture qui forme des êtres strive to create a shared culture that develops altruistes et déterminés. Dotés d’un sens moral, ils compassionate, confident and principled people œuvrent à un monde meilleur. Notre communauté who will make the world better. We base our repose sur les valeurs suivantes : community on these values:

Respect Respect Intégrité Integrity Inclusion Inclusion Collaboration Collaboration Curiosité Curiosity

French American International School is fully accredited by the following: THE GIFT OF A BILINGUAL EDUCATION IN FRENCH AND ENGLISH FOR YOUR CHILD

Our youngest students pursue a bilingual curriculum in French and English through 8th grade. As students progress through the school, they hone their critical thinking skills, communicate in at least three languages, and participate in a rich array of arts, athletics, service mission learning, and travel programs. We are the only Bay Area school offering a truly multilingual, multicultural education that culminates in either a French Bac or International Baccalaureate program in our High School.

Our classrooms are lively, and our school community is always engaging. Students and faculty from across the Bay Area and from around the world forge meaningful, trusting relationships as they experiment and explore, question and collaborate. Committed to the well-being and success of every student, our teachers bring global teaching experience and expertise in their disciplines into a differentiated classroom on a daily basis. Boldness is a hallmark of a French American education. Our students grapple with real issues raised in the context of a challenging curriculum. Here, students not only experience the world, but also develop a sense of autonomy, empathy, and agency. They are primed to go out into the world and values make a positive difference. There is no better way to see what we do than to visit our school. Our doors are open, and we look forward to welcoming you soon.

MELINDA BIHN, ED. D. Head of School Maternelle

FIRST STEPS IN A GENTLY UNFOLDING BILINGUAL EDUCATION WITH A WORLD VIEW

hildren enter at Pre-K3, Pre-K4 or Kin- daily rituals around basic needs, transitioning between dergarten. Initially children benefit from activities, circle time and table activities. Our six learning classes that are conducted in French 80% domains are: of the time. Our youngest children are  Appropriating language already on the first rung of the academic ladder. They transition from the security of  Discovering writing Chome to begin an individual journey towards indepen-  Becoming a student dence, in a loving and nurturing environment surrounded  Action and self-expression using the body by a diverse group of peers. Our program is differentiated, highly kinesthetic and  Discovering the world child-centered—tailored to age-appropriate, biological  Perceiving, feeling, imagining and creating rhythms. We recognize each child as a work in progress and we are careful not to rush or push the children Through guided and free activities the children beyond their natural unfolding capabilities. We build develop fine and gross motor coordination in space, as gross and fine motor skills—gently priming the children well as sensory, emotional, cognitive and relational skills. for reading, writing and numeracy skills acquisition. Vocabulary, syntax and the rhythm of language are built As the children grow they begin to see themselves through daily verbal interactions in the classroom, in the more in relation to others and think beyond their im- context of physical activities and through stories, art, mediate emotional whims and needs. They learn self-suf- dance and song. ficiency as well as collaboration. They are encouraged to Gently, and in incremental steps, the children socialize speak up for themselves and express their own thoughts and develop autonomy. This is the prerequisite for the and questions logically, as well as follow directions. They critical thinking skills that will emerge in later years and learn active listening and the importance of waiting is at the core of the School’s Mission. for their turn. They get used to new routines including

At French American International School, our youngest minds are immersed in two languages from day one. Teachers and expert assistants pay close attention to the linguistic and socio- emotional development of each student, warmly encouraging critical thinking, active exchange, and cooperation. Our Maternelle (Early Childhood Center) at 1155 Page Street stimulates the learning process: large, sun-drenched open classrooms along with expansive green areas blur the line between work and play. By the time they complete the 5th grade, our seamlessly bilingual students enter Middle School with strong senses of curiosity, collaboration, and autonomy. They have taken the first steps in a journey of lifelong learning.

MARIE-PIERRE CARLOTTI Lower School Principal

Grades 1—5

GRADES 1 AND 2— BUILDING Another factor that fosters logical, axiomatic thinking FUNDAMENTAL SKILLS is the gentle introduction to geometry and proof—a feature of our French mathematics curriculum. With ever increasing autonomy our students establish and consolidate their reading in both languages and hone their cursive writing skills. They continue to spend A HARMONIZED BILINGUAL CURRICULUM 80% of their time in French. We provide students with Accredited French schools around the world are enough vocabulary, structure, and competency in mandated to embrace the best of the local curriculum understanding and expressing themselves in French to and local approaches to teaching and learning. Over tackle any academic subject in Grades 3 through 5. the years our teachers have crafted a harmonized curriculum in two languages without redundancy that GRADES 3 THROUGH 5—IN DEPTH STUDIES today incorporates: Students explore language arts, math, science, history,  Singapore Math geography and the arts at a much deeper level than  The Columbia Teachers College Reading and Writing previously. These are the years where “balanced Workshop bilingualism” is honed. Students spend 55% of their class time in French and 45% of their time in English. Essential  Hands-on Science taught in a generously equipped concepts are introduced in the third grade, reinforced laboratory in the fourth and mastered in the fifth. Experiencing  Design and Coding in a devoted Tinker Space two distinct national approaches to the same subject  Classes, taught by specialists, in Physical Education, discipline can, in subtle ways, broaden students’ Visual Art, Theatre, Music, and Library understanding of how another culture views the world. Part of educating our students to be global citizens In the spirit of differentiated, constructivist learning, is preparing them to have a safe and appropriate students are encouraged to formulate their own presence in the cyber world. We use the digital literacy questions collaboratively, especially at the beginning of curriculum developed by Common Sense Media. each unit of inquiry.

Our students experience an age-appropriate LEARNING BEYOND THE CLASSROOM apprenticeship in critical thinking. They learn to “present Students in grades K through 5 take part in multiple the process” as well as the correct answer or final local fieldtrips and an overnight outdoor education draft. Through teacher feedback and peer editing they program that complements the taught curriculum develop precision and elegance in the use of language. and extends their learning in the classroom. They recognize the importance of always backing up These experiences develop a sense of belonging, arguments with hard data or textual evidence. responsibility, self-esteem and independence of mind. Students explore first-hand their relationship with nature and the environment, and give them varied contexts to speak French in a natural way.

A traditional rite of passage for our 5th graders is their reciprocal exchange trip to Strasbourg, France. This represents the culmination of their lower school bilingual education and primes them for extensive global travel experiences waiting for them in the Upper School.

SOCIAL AND EMOTIONAL LEARNING Our Counselors in partnership with the teaching teams facilitate the development of conflict resolution, collaboration and other social skills. We provide age- appropriate leadership and service opportunities. A team of Learning Specialists conduct screening assessments, direct instruction, and consultations with faculty, administrators, and parents to help all students recognize their particular learning modalities and develop strategies to reach their full academic potential.

Middle School

GRADES 6 THROUGH 8—MIDDLE SCHOOL ODYSSEY

ur Middle School students make the with revolution, the Enlightenment and the seeds of pivotal transition from late childhood modernism. The approach is a global one rather than to adolescence. They acquire the Eurocentric. Texts are chock full of documents and study habits and organizational skills period artworks. Students further their critical thinking to navigate a daily menu of academic skills and intellectual empowerment by interpreting subjects taught by expert specialists. primary and secondary source material. OMany of these teachers also teach at the baccalaureate levels in our High School, and request Middle School EDUCATING THE WHOLE PERSON classes because they particularly enjoy the enthusiasm and special energy of the early adolescent years. We Interscholastic athletics begins in 6th Grade. We deliver the undiluted curriculum of the French Ministry compete against peer schools in basketball, soccer, of Education, taught by teachers trained in France. Our volleyball, and cross-country. Global citizenship is students are further challenged by program elements, fostered through service learning, student governance taught in English, essential to a well-rounded education and conference participation. Education of the whole in an accredited California independent school. student is rounded out by delightful and various opportunities for days in the sun in the performing and visual arts. PRIMED FOR A THIRD LANGUAGE Our students are fearless language exponents by the CLIMACTIC EXCHANGE TRIP TO PARIS end of 5th Grade. They are cognitively hungry to begin a third language. We offer fast-paced, beginning courses Our climactic exchange trip to Paris takes place just in Spanish, Mandarin, Italian and Arabic. Students can before graduation. Families will have already hosted participate in cultural and linguistic adventures in China, their French “correspondents” before the entire grade Guatemala, Spain, Morocco or Italy. embarks for Paris in May. Many of our students initiate lifelong friendships and connections during this time. The Paris Exchange truly represents the culmination HISTORY AND GEOGRAPHY TAUGHT TOGETHER of Middle School and a ten-year bilingual quest for The famed French histoire-géographie program begins each one of our students. with the birth of agriculture in Mesopotamia and ends

Bienvenue au Collège! Our students continue their bilingual odyssey in our middle years program. By the end of Grade 8, they are totally bilingual—reading and analyzing both Victor Hugo and Shakespeare and giving fluent oral presentations in both languages. In Middle School, our students learn a third language, study mathematics in two languages, take advantage of the many opportunities for leadership, engage in Service Learning projects in their local and global communities, and continue to develop strong critical thinking skills within a rigorous program across the disciplines. A bridge between the Lower School and our International High School, the Middle School years are a key component of our program. Students develop citizenship, explore new things, become more independent, and learn to use technology responsibly. They understand who they are and the world they live in.

FABRICE URRIZALQUI Middle School Principal

International High School

FRENCH TRACK EXTRACURRICULAR DAYS IN THE SUN For Grade 9 the majority of students from French We encourage students to take risks, be innovative and American opt to remain in our French Track to prepare extend themselves beyond their zones of comfort. for the Diplôme National du Brevet. This national examination is a satisfying rite of passage that provides Student-athletes have the opportunity to participate in official, summative recognition at the end of the French competitive team sports, developing healthy practices middle years experience. of mind, body and character. We foster skill, fitness, intelligence, strategy, passion and above all, heart. Our After Grade 9, many of our home grown bilingual student-athletes play because they love the game, value students choose to go further in the French Track. their teammates, and take pride in a sense of belonging About one third of students at International High and representing something bigger than themselves. School prepare for the French Baccalaureate (Le Bac), the flagship program of the Ministère de l’Éducation Extracurricular performing arts are the heart and soul of nationale. Our students choose between Bac S, with a our community. Our arts calendar is second to none. It math/science emphasis; and Bac ES, with a focus on includes three major productions, concerts, screenings, economics/social science. In continuance of the theme art shows, artists-in-residence, and a Spring Arts of critical thinking is a tradition that all Bac students Festival. undertake a philosophy class in Grade 12. Student leadership opportunities include: Student Le Bac has a long tradition and is the essential credential Council, Service Learning Steering Committee, POCIS for entry to French national universities; and also carries (People of Color in Independent Schools) Conference, great prestige for admission to the most competitive US, TEDx, GIN (Global Issues Network), GSA (Gay/Straight Canadian and British colleges. It speaks volumes for the Alliance), MUN (Model United Nations), and Student sheer excellence of the education in our French Track— Ambassador Program. and also the camaraderie and sense of belonging—that Our International Travel Program is unparalleled. We many of our highest performing students in the French offer a range of linguistic trips, exchange programs, Track come from local families where French is not and intense cultural adventures in far-flung places that spoken at home. incorporate meaningful service learning and, in some instances, provide opportunities for geographic and INTERNATIONAL TRACK scientific fieldwork. The trips usually last about two High school students can enter our parallel International weeks. Recent destinations have included Tahiti, India, Track without French in preparation for the International Galapagos Islands, Jordan, Laos, Tanzania, Senegal, Baccalaureate Diploma (IB). Many of our home grown China, Ethiopia, Austria, Italy, Brazil, Guatemala, France students switch out of the French track and undertake and Malawi. the bilingual version of the IB Diploma.

The IB Diploma is nothing less than a two-year, mini- COLLEGE ENDGAME degree program undertaken in 11th and 12th Grade. Colleges love the IB and Le Bac. Our recent college Its power lies in an integrated liberal arts experience placements are laid out in detail on our website and in designed to educate the whole human being. The IB International High School publications. Matriculations was developed in Geneva in the 1960s to allow mobile always include multiple students going to Ivy League students in international schools to obtain an education schools, Stanford, Berkeley, UCLA and other UC credential that would be recognized around the world. campuses, as well as elite colleges in France, Canada Today the IB Diploma is widely recognized as the most and the UK. comprehensive college preparation available.

Our number one priority is to cultivate in all students the simple and profound pleasure of learning. Our students thrive because they are engaged, open-minded, creative, curious, and caring. They understand the importance of community and placing everything they learn in a global perspective. At International High School we use an inspiring mix of proven traditional teaching methods and cutting-edge modern learning strategies using the latest technology. We prepare our students for a fast-changing world, providing them with the essential critical thinking skills needed to sort through, understand, and synthesize the ever-increasing amount of information and data that surround us.

JOEL COHEN International High School Principal

FAQs FREQUENTLY ASKED QUESTIONS

How can we support our child at French Q1 through Kindergarten. We have found no discernable American if we have no French at home? correlation with entry grade and future academic 70% of our families have no French at home. There is success in later years. The presence of a majority of much that monolingual parents can do to support the students in Kindergarten classes who joined us in efforts of their bilingual children. Parents should serve as PK-3 or PK-4 (with newly minted pure accents and appropriate and correct language models in their own age-appropriate child vocabularies) only enriches the languages. Due to the natural transfer of competencies, bilingual environment for the newcomers. this automatically supports learning in French. Bilingual acquisition is optimal when children have meaningful Children joining in Kindergarten soon feel at ease and, and varied reinforcement in all their languages. after a short “silent period,” begin speaking French in full sentences. Without physically separating them from Parental buy-in is another essential thing. The motivation the rest of the class, an additional specialist teacher to communicate in French is driven in part by the school scaffolds small groups of the children who are new to routine and the fact that the children are all in it together French as they work on the regular class workshops with their peers in a loving and supportive immersion and activities. Especially during the first few weeks, our environment. For parents it is important to support and bilingual assistants provide simultaneous translations so validate their child’s bilingual quest over time. The best that every child is comfortable and knows what is going way to achieve this is by direct parental involvement in on. Homework does not start until 1st Grade. the school. We need field trip chaperones, room parents, event chairs, Admissions Ambassadors and Parent Association representatives, to name just a few volunteer Q3 Will bilingual immersion sabotage my opportunities. There is a direct correlation between child’s learning in English? parental involvement and the success of the child. The cognitive advantages of bilingualism become apparent only when a threshold of high competence Is our child entering Kindergarten without is reached. There is an all or nothing aspect to the Q2 quest. There may be some initial lags in reading scores French at a significant disadvantage? and other measurable skills in early elementary. This Our French immersion teaching approaches have proven is temporary. The “transfer of competencies” works highly successful for students entering without French in both directions. Just as English reinforcement at home unwittingly supports French, so do the skills with peers of widely varying national, ethnic and and concepts learned in a French classroom enhance socioeconomic backgrounds. For us the elimination of learning in English. By third grade, when our students an entire gender would seem quite odd and detrimental are spending around half their time in each language, to our Mission. there is little interference or confusion between languages. They are able to thrive studying a single Our teachers are mindful of gender issues but place curriculum taught in their two languages. greater importance on really getting to know individual students and their families. In common with good practice the world over, they adopt a variety of Q4 Do boys and girls acquire language teaching strategies to differentiate for various learning differently? modalities. Language acquisition is as natural as breathing. There is no empirical research that supports the notion that boys Q5 What happens if it emerges that our child and girls acquire their first language differently. However, has a documentable learning difference in a later in a school setting, motivation and confidence bilingual setting? are central for successful second language acquisition. In this regard it is not difficult to imagine marginal The natural process of language acquisition does not statistical gender-sensitive differences. itself correlate with academic proficiency. A child with an emergent learning difference simply has that San Francisco boasts several first-rate single sex schools learning difference in her two languages. Navigating which, legitimately, claim certain advantages for children learning differences in a bilingual setting merits care of a chosen gender. Boys’ schools are able to cater to and attention. At French American students who have “boy energy” and “boy attention spans” by changing learning differences work with our Counselors and classroom tasks frequently and providing plenty of Learning Specialists to develop personalized strategies. outlets for physical activity. In girls’ schools the high They are later allocated extra time on standardized achieving student role models are all female and the tests. Only very rarely do parents of students in extremis girls learn in a haven free of perceived complications opt to leave the school. associated with learning alongside boys. These incremental advantages are palpable, but should be weighed against the major, cognitive and life-changing Q6 How does French American approach social advantages that correlate with attaining balanced social and emotional learning? bilingualism in a diverse, international setting. We care deeply about the social and emotional well At French American we emphasize diversity and being of our students and place high value on the joy understanding the other. Our students rub shoulders and pleasure of learning. We are very nurturing and

Academic Roadmap

Children enter at Pre-K3, Pre-K4, or Kindergarten. Initially children benefit from classes that are conducted in French 80% of the time. After second grade we switch to approximately 55% French and 45% English in order to capitalize on the “transfer of competencies” between the two languages. By Middle School the students are competent, balanced bilinguals.

The International High School curriculum consists of two parallel tracks. The Pre-K through 12 bilingual journey continues in our French Track which culminates in either a scientific Bac S, or a Bac ES, with a humanities emphasis. Previous knowledge of French is not necessarily required for admission to the International High School.

Non-bilingual students can enter our International Track leading to an International Baccalaureate (IB) Diploma. Bilingual students may opt to switch from the French Track in order to take a Bilingual IB Diploma. loving, but we tend not to hover or coddle. This is a France is unique in its willingness to spend taxpayers’ delicate balance analogous to good parenting. We have money to provide quality French education abroad. high expectations for our students because we think Since the historic contingence of our founding in 1962, them capable. From the earliest years we aim to instill a we have been proud to be a part of the global network sense of autonomy and responsibility. of French schools abroad.

We hold that we cannot give self-esteem to a child. A true self-esteem is an emergent property of objective Q8 What does French American mean by achievement and growing autonomy. We look our diversity and why is it so important? students in the eye and take them seriously. In an age- Every one of our students benefits from interactions, appropriate fashion, our teachers provide meaningful discussions and shared activities with other students critique as well as positive encouragement. We feel from various backgrounds, including: countries of that our approach is honest, respectful and, ultimately, origin; cultures and religions; ethnicities and races; truly student–centered. Our graduates are articulate family structures; income levels; learning styles; native and confident because, always age-appropriately, and languages; physical abilities; political beliefs; and according to their own readiness, they focused and did sexual orientations. substantial academic work. Our students are immersed in diversity. It is not Why French rather than Spanish or Chinese? something that can be taught. It is learned by living Q7 it. Immersion in a diverse setting is about how we We have not selected the French language and culture think, accept, love and appreciate different ways of as somehow uniquely superior. However, we do consider living. It is not just tolerance. Our children are being the French educational tradition to be one of the very “immersed”—psychologically and emotionally—in best. diversity. We can compare this to being immersed in a language or being immersed in a culture. Our reasons for choosing to align with the French ministry of education is just matters of historic For us, bilingualism, internationalism, and an early contingency. The French Baccalaureate has an appreciation for diversity in all its forms are keys to uninterrupted pedigree dating back to the Napoleonic understanding, and communicating across, other reforms of 1808. French education is highly rigorous cultures. We engineer this quite deliberately. We bring and maintains its standards by a high degree of direct together families and educators from a wide range of control from the Ministry of Education. The success of backgrounds. Together we strive to create a shared the French school system in France is based on national culture that develops compassionate, confident and buy-in. French citizens place a very high priority on the principled graduates who will make the world better. role of education and educators in society. Engaged Community

isitors walking our hallways and As we say to all parents when they first visit the touring classrooms remark that our school: “philanthropic involvement and being physically students are overtly engaged and present at the school are the very best ways of sup- seem delighted to be at school. This porting your child in their bilingual quest!” At French is true for all age levels and it does American there are myriad opportunities for niche not happen by itself. Fundamentally volunteerism, and diverse ways for families to personal- it all hinges on forging relationships. ize their financial contributions that ultimately sustain Our bilingual curriculum truly comes our mission-driven programs and ensure that we attain Valive in the daily learning interactions between faculty our strategic goals. and students, school and families. It is as much about Our parent volunteers can choose from a menu of smart, interesting people and their values as the cur- different roles that entail varying levels of commitment. riculum itself. We want to include willing but time constrained parents In our classrooms it begins with our teachers taking working and traveling in busy corporate careers as well pride in really getting to know every single student and as those with much more flexible schedules. their families. On a larger scale it is about engineering An enjoyable way for potential parents to get to know a dynamic school community that brings together folks us—socially and gustatorily—is attendance at one of from many backgrounds, cultures and countries. From our community building/fundraising events. The Soirée the outset parents meet kindred spirits and, like their des Vins offers an opportunity at the beginning of the children, build lifelong friendships around the French admission season. Our themed Auction in the spring American experience. semester provides a more formal second opportunity. "We are very fortunate to have a wealth of passion and expertise among our parent community. For our Earth Day celebration and Design Faire, we wanted to capitalize on this and bring awareness to the largest environmental issues of our time in a way that educated and encouraged action one child, adult, and family at a time."

ELLEN BURDGE, DIRECTOR OF TEACHING AND LEARNING After School Program

A SCHOOL WITHIN A SCHOOL

On any given evening as many as 350 students attend the After School Program (which is available before school at 7:30am, and after school until 6pm). The Program has its own Director and its own staff. Children can play, learn and create through diverse extra-curricular activities such as science, robotics, tinkering, sports, arts, music, dance and Study Hall.

Our After School program defines itself as a community:

 that is safe and secure  where kids can be kids  that values creative and artistic expression  containing well-adjusted kids who are stimulated and expend their energies  where physical and cognitive growth are encouraged  where parents know their children are safe and happy Future fearless polyglots—with more on their minds than themselves—poised to make the world better.

FRENCH AMERICAN INTERNATIONAL SCHOOL | LYCÉE INTERNATIONAL FRANCO-AMÉRICAIN INTERNATIONAL HIGH SCHOOL

OFFICE OF ADMISSION  150 OAK STREET, SAN FRANCISCO, CA 94102 | 415-558-2060 [email protected]  www.frenchamericansf.org www.frenchamericansf.org