The 2019-20 school year has kicked off smoothly and with plenty of positive energy. The school's numbers and program are growing steadily; we are happy to welcome 32 new students and 19 new families to our community, in addition to new members of our staff, whom you can read more about below. New families were introduced to the school with an orientation session on August 19th and then more cordially welcomed with coffee and croissants by our PTO on August 26th. Big thanks to our PTO!
In this newsletter you’ll find important (and we hope relevant and interesting) information about the school and the year to come: upcoming events, announcements, insights into the school’s academic practices and Child Protection policy, information for parents of college-bound students -- and much more.
We look forward to a great year of working together, for students.
See you at school, Brad Waugh
Calendar of upcoming events
PreK Back to School Morning (7:30-8:10am) & K-12 Back to School Night (7:00-8:30pm)
August 30 (7:30am)
First PTO meeting - planning the Welcome Back BBQ
Start of first quarter After School Activities (sign up email from Ms Yaa Obeng to come soon)
September 2 (5pm)
First meeting of the AISB Board of Trustees
AISB Board of Trustees annual goal-setting retreat
Welcome Back BBQ
Independence Day holiday (observed) and Teacher professional development day - no classes
Welcome to New Staff
Abram Cosby is returning to international teaching after spending a year studying forest stewardship and managing his privately owned timber/recreational forest in northeastern Washington state. He has previously taught in Venezuela, Uzbekistan and Sierra Leone and has an M.S. from SUNY Buffalo and a B.A. in Elementary Education from Washington State University. He is greatly looking forward to returning to the classroom and the international community.
For fun, Abram enjoys walking and meditating in the forest, river raft trips, skydiving, as well as learning and experiencing new things.
Allwyn comes to AISB after travelling around the world and is from the exotic land of India. After starting his career with a leading IT consulting company, Allwyn chose to travel around the world and work with people from all walks of life. His first assignment outside India was to lead the IT infrastructure team for an International School in China. This is where he started to interact with students and decided that he would work with students for the rest of his life, and empower them to be world leaders who will change the world.
After helping a small international school in Brazil to build their technology program from scratch, Allwyn is happy to move to Mali and be part of the AISB family and lead the technology program. He looks forward to learn more about the people and explore the rich culture in Mali.
Elmeka Henderson joins us from Philadelphia, Pennsylvania with her son, Chris. She will be serving as the new Learning Support Coordinator and Counselor. Elmeka is a certified school psychologist who also is a mindfulness instructor.
Elmeka believes in learning by doing, connecting with nature, and asking lots of questions. She thinks young people have important opinions, loud voices, and can make great changes in our world. She loves introducing simple tools that can help individual students and help classrooms run smoothly while meeting students’ unique needs.
Elmeka has had the opportunity to work with individuals with special needs in various school settings, which has helped her to develop unique ways to assist students academically, socially, and emotionally. Elmeka is eager to begin building relationships with the students, teachers, and parents at AISB to provide a whole-student approach to student support.
When Elmeka is not working, she enjoys spending time in nature, exploring local cuisine, cooking, dancing and traveling. Elmeka is excited to get started in her new role and make Mali her new home.
Thomas (T) Darcy
In 1979 I began my teaching career in Southern Africa. Now 40 years later I find myself in West Africa. I am a graduate of Rutgers University (BS Chemistry ‘79) and The College of New Jersey (M.Ed. ‘90). I have taught science and math students from seventh to twelfth grades in New Jersey public schools for 25 years and internationally for nearly 10 years and regardless of where or when I have taught, I find students have changed little over the years. Private, Public, Parochial, International, or a small village in southern Africa…students are learners who need teachers who are also learners. Each day when I’m having my morning coffee I am surprised as to how very happy I am to begin the day and I am very excited about teaching here at the American International School Bamako here in Mali.
Elementary Assembly Calendar 2019-2020
Elementary Assembly Semester 1
September 5th: Grade 3
September 19th: Grade 4
October 3rd: Grade 5
October 17th: Grade 2
November 7th: Grade 1
November 21st: Kinder
December 5th: PreK
Elementary Assembly Semester 2
January 23rd: Grade 5
February 6th: Grade 4
February 20th: Grade 3
March 5th: Grade 2
March 19th: Mother Tongue Week
April 16th: Grade 1
April 30th: Kinder
May 14th: PreK
Back to School Open House August 29 - All Welcome
This year’s Back to School Open Houses will be held on Thursday, August 29. Parents and students are cordially invited to meet the faculty and staff, visit classrooms, and gather information about learning and curriculum at AISB this year.
Pre-kindergarten Back to School Open House Morning runs from 7:30am to 8:10am in the Pre-K classrooms.
Kinder-Grade 12 Back to School Open House Night begins at 19:00hrs, concluding by 20:30hrs.
We look forward to seeing you all.
Welcome back everyone! We have some important dates coming up in terms of standardized testing, which are important elements of the college application process. As well as preparing for the tests they will be taking, 12th grade students should also be looking up, and making note of important deadlines for the universities that they will soon be applying to.
12th grade parents: SAT and TOEFL testing dates We will be offering two SAT exams at the school in 2019. The testing dates are Saturday, October 5th and also Saturday, December 7th. Students must log on to their college board accounts to sign up for the test.
The next TOEFL testing dates are Saturday, September 21st, Saturday, October 26th and Saturday, November 9th. These tests are given at the test center in ACI-2000. Students must log on to the ETS website in order to sign up for the test. We recommend that students requiring the TOEFL take this test as soon as possible, as many of the universities that they will be applying to require it.
If you have not yet set up a meeting with Thomas Darcy, our college counselor (firstname.lastname@example.org) to discuss your child’s college future, please do so at your earliest convenience.
11th grade parents: PSAT and NMSQT Testing 11th grade students will take the PSAT/NMSQT here at AISB on Wednesday, October 16th, during the regular school day. This is an excellent opportunity for your child: a practice opportunity provided by the College Board, to give your child an idea of what type of score they can expect when taking the actual SAT later in the spring. Please note that the PSAT is not something that your child should be studying for -- its job is to help them know how to prepare for the SAT, later in the spring.
If you would like to know more about the PSAT please do be in touch.
The PTO Annual Back-to-School BBQ
On Saturday, September 14th the Back to School BBQ will take place - organized by the Parent-Teacher Organization (PTO). We invite you all to come and join us. The BBQ will start at 13.00 hrs and we expect it to end around 15.00 hrs. The Back to School BBQ is the time to welcome new families to AISB and to get reacquainted with the parents you met in years past! Children attending AISB and their parents are welcome to attend (sorry, no outside guests).
The first meeting of the PTO for 2019-20 will take place at the school on Friday, August 30th and will be dedicated to planning for this event. Please be on the look out for more information about how to get tickets.
An event like this cannot be organized without your help. Please consider giving us 45 minutes of your time to help, in one or more of the following:
Keeping children safe is every school’s first responsibility. A school’s responsibility begins with providing a safe environment for learning at school, and extends to protecting children from harm at home and in the world beyond. To this end, AISB has policies and practices that support us in maintaining a culture of Child Protection. Our approach is based on the powerful framework developed by the Association of International Schools in Africa. The AISA approach embraces three broad strategies:
Build and maintain a school culture of protection, through
Teaching child empowerment, respect and humane regard
Educating and empowering students to protect themselves from harm
Hiring and screening staff appropriately
Ensuring staff understand and comply with policy and procedures related to Child Protection
Build Child Protection into school policy (see AISB’s Child Protection Policy statement, below)
Establish effective procedures for handling, reporting and responding to signs and disclosures of possible abuse.
AISB faculty and staff engage in regular trainings, workshops and formal discussion on Child Protection and its implications for the classrooms and culture of the school. AISA’s Child Protection Curriculum is designed to teach students how to protect themselves from harm, and is implemented in an expanded form in AISB’s Child Protection Curriculum, at all levels. In addition to the planned learning experiences, we help students learn to protect themselves through teaching the importance of self-worth, safety awareness, efficacy and empowerment, in children’s everyday experiences of the classroom, through school routines and norms, and in their relationships with adults at school. The AISB Board of Trustees has formalized the school’s measures for child protection in the policies that govern the school. Parents should be aware of AISB’s Child Protection Policy and its implications.
AISB Child Protection Policy Child abuse and neglect are violations of a child’s basic human rights and as such present obstacles to the child’s education as well as to their physical, emotional, and intellectual development. Schools fill an institutional role in society as protectors of children.
Educators, having the opportunity to observe and interact with children over time, are in a unique position to identify children who are in need of help and protection. As such, educators have a professional and ethical obligation to identify child abuse and neglect and to take steps to ensure that the child and family avail themselves of the services needed to remedy the situation. All staff employed at the American International School of Bamako must report to the Director all suspected incidences of child abuse or neglect whenever the staff member has reasonable cause to believe that a child has suffered, or is at significant risk of suffering, abuse or neglect. Reporting and follow up of all suspected incidences of child abuse or neglect will proceed in accordance with the procedures outlined in the AISB Counseling Crises Manual. Furthermore, cases of suspected child abuse or neglect may be reported to the appropriate employer, to the respective embassy in Bamako, to the appropriate child protection agency in the home country, and/or to local authorities.
This policy will be distributed to all staff annually and be included in the application packets to families. Training, guided by the contents of the Counseling Crises Manual, will be provided on an annual basis to ensure the AISB staff is informed and educated about child protection issues, indicators of abuse or neglect, and how to respond to disclosure of abuse or neglect. Every effort will be made to implement hiring practices to insure the safety of children. In the case of a staff member reported as an alleged offender, the Director will conduct a full investigation, keeping the safety of the child as the highest priority. (Approved: May 2014)
Based on Child Protection Policies from Lincoln Community School, Accra, Ghana and the American School of Bombay, Mumbai, India.
Welcome to the Library
The library welcomes all members of the AISB communnity to visit its relaxing space. Parents, while you wait to pick up your child after school, why not take advantage of the free “fitness walk” - the stair climb - to visit the inviting space. You can read a magazine while you wait, or borrow a novel from the parents’ section.
Nibbles, our friendly book monster, stands at the door to welcome you, and to receive books that you want to return.
Book borrowing @ the AISB library In order to make efficient use of library time, the library has started to implement a biweekly book borrowing schedule for elementary classes. This means that your child selects books once in two weeks. Grades 1 to 5 students can check out a maximum of 3 books at any one time.
To help all students take care of their library materials, each elementary student has been assigned a clear bag labelled with their name for carrying their library books. Please help your child keep their books in the bag, and be sure to return them with the bag. We hope that this will make it easier to keep books safe from damage or loss.
Library books may be kept for two weeks, then must be returned. A book may be renewed (checked out again) if the student is not finished reading it. An overdue (late) book means a student cannot borrow another book (until the overdue book is renewed or returned). Students are responsible for handling library books with care, since they are for everyone to share. Please keep books away from pets, food, and all liquids. Any book damage should be reported to the library as soon as possible so we can attempt repairs. If a book is lost, payment toward a replacement will be requested from the parents.
Encourage your child to read Reading is one of the most important skills your child will learn in school. Like all skills, improvement comes with practice, and the Library provides a wide variety of books for students to borrow for reading practice, information, and enjoyment. Encourage your child to spend time reading at home every day. You can also help them by reading to or with them, and asking questions about the story.
We hope your child, and your entire family, will read and enjoy many books and grow in reading skills while attending our school.
Sincerely, Ms. Yaa
Dear AISB Families,
I would like to start by saying a very warm and welcoming ‘Hello’ to all the students and families who are joining AISB for another fantastic school year. My name is Elmeka Henderson and I have the wonderful pleasure of working with all your students as the new Counselor and Learning Support Coordinator here at AISB. I am a Certified School Psychologist and a Mindfulness instructor, and I have had the pleasure of working in various roles in both Japan and Ethiopia before coming to Mali. I have enjoyed this first week getting to know some of the students, observing classrooms, and collaborating with teachers as we prepare for a new school year.
My son, Chris (grade 7), has accompanied me here to Bamako and we are excited to be a part of this wonderful community. I believe in learning by doing, connecting with nature, and asking lots of questions. I love introducing simple tools that help students grow as learners and help them develop an awareness of themselves and the world around them. I think young people have important opinions, loud voices, and can make great changes in our world.
I am so very excited to be here at AISB and I am eager to begin building relationships with the students, teachers, and parents to help provide a whole-student approach to student support. I look forward to meeting all of you and your children. When I am not working in classrooms, I can be found in the Learning Lab, and I welcome parents and students to stop by and share their experiences, challenges, and ideas.
Please, if you have any questions, concerns, or would just like to schedule a time to talk, you can reach me at email@example.com.
Take care and be well,
Elmeka Henderson, EdS, NCSP
Health update/Nurse’s office
Dear AISB parents,
My name is Djouma Dramé and I am the School Nurse of AISB. I want to inform you about additional tasks that I am here to take care of besides the unpredictable daily incidents.
My office is always open and I am always pleased to meet parents of our students. Children do best when home and school can work together, and we can help your child best if we are kept well informed. So if your child is experiencing health-related issues, please let us know.
In the same way, if your child experiences an injury or illness while at school that warrants a phone call home, you will hear from us. Also, if there is some aspect of your child’s health that requires more particular attention from me or from the school, or if you prefer more frequent updates for any reason, please do let us know. We’re here to help and support every child.
Please ensure that the school always has your current contact information!
I am happy to offer advice and/or information about any health related topic that you may need. I have visited and reached out to several local health providers including clinics, hospitals, pharmacies and psychologists, and I will be glad to share information with you if you are seeking health service providers for your family.
If you have any questions whatsoever, I’ll be glad to try to answer them!
Last year we asked our Regional Medical Officer whether he had any particular “seasonal” advice for the AISB community, about staying healthy in Bamako. He did! And here’s what he said:
Peak malaria season for the Bamako region is fast approaching; you are advised to take malaria prophylaxis medication, and use bed-nets and insect repellent. Malaria is 98% preventable with these measures.
Bednets and insect repellent also help against the other insect borne diseases such as dengue and chikungunya. Lassa fever is spread by rats, which are everywhere here; if you do have a rat problem then getting a cat is probably the best solution.
All embassy personnel are vaccinated against meningitis, as should anyone in the Sahel; as we live in the meningitis belt (and this is meningitis season).
Rainy season is Mali’s closest equivalent to flu season; it’s also the peak diarrheal illness season, so it’s a good time to remind people about food safety, and to be cautious with anything not well cooked. (Everyone should be soaking their fresh produce in a bleach solution).
Thanks once again to our good friends at the US Embassy.
Homework -- or home learning? What to expect at AISB
Watching our children seated quietly at the kitchen table in the evening with a book and a pencil, quietly doing their homework-- thinking, writing, being responsible, and then announcing with satisfaction, “There! Done!” -- is surely one of the great joys of parenthood. And helping our children with their homework can be a great way to connect with them, and to find out more about what’s going on in school.
At AISB we value the home-school connection, and encourage all parents to become involved in their child’s learning. And we also value every child’s individuality, and our diversity as a community. For this reason, AISB takes a considered approach to homework assignments -- which we think are better understood as “home learning.” Because every child’s learning journey is different, and every family is different, too.
Homework involves the whole family Families have different approaches to homework and different beliefs about the role and importance of homework in the family’s daily life. For some families, working together in the evenings is an important and long-established family tradition. For other families, evening is when the family enjoys other kinds of learning and family time. Some see homework as a way for their child to learn responsibility while others see it as interfering with their child’s learning of other important things.
But homework can be a stressor, too. Instead of a worthwhile bonding experience, homework can sometimes become the dreaded (and for some of us, all too familiar) late-night “tears at the table,” when everybody’s too tired, voices are raised, and the only thing learned is that school can be a source of frustration for the whole family. Some days children don’t want to “do work” after school, and many parents--especially by the time students reach middle school-- get tired of reminding their kids to “just get it done.” Or sometimes children can place a mistakenly high value on homework, becoming anxious about “getting it all right” -- which can be hard to do when the teacher’s not there to clarify things. A child like this might struggle for an hour or more on an assignment intended to take ten minutes. This can lead to added pressure for students and parents, that can ultimately interfere with some children’s willingness to learn.
Some children, and some older students, love the routine and sense of accomplishment they get from practicing their learning at home. Other children have worked and played hard all day; they did their learning during class, and are too tired to write a paragraph after dinner. Your child may be any of these -- or several of them, depending on the day.
All of this suggests strongly that a one-size-fits-all approach to homework will not be effective in a school that values the individual child.
But isn’t homework good for students? Actually, the research is quite clear: statistically, “homework for homework’s sake” has little or no benefit on student learning at the Elementary school level. The benefits to Elementary-aged children of traditional homework --worksheets, endless practice problems, and so on -- are questionable, traditionally having more to do with providing structure for children who need it, and encouraging all young students to “get used to the idea” that they should be doing school work outside of school time.
There is some indication in the research that added practice benefits student learning, in some areas -- but nothing to suggest that this practice needs to happen at home, rather than at school.
Every learner -- every child-- is different. At AISB we recognize that every child is different. In fact, some Elementary students love their homework (we suspect these are the ones who will grow up to be teachers!), and they benefit from it. Most children will benefit from homework occasionally, especially if that homework is designed to target their individual and specific learning needs. Teachers seek appropriate home learning/homework practices for each class and each child individually. AISB places a limit of no more than 10 minutes per grade level: that means that, if your child is in grade four, after 40 minutes of work on homework assignments, it’s time to stop with homework and do something else.
Learning is for life, and balanced school-learning and home-learning is important to a learner’s development. At AISB we want students to love learning, and to enjoy practicing what they have learned and sharing their learning with their parents and families. We also want students to understand that learning doesn’t stop when school stops; and we recognize that there is more to learn in life than the things we teach in school.
For this reason, we take an individualized approach to homework for our students in Elementary. We plan learning to ensure that, most of the time, your child does the learning and gets the regular practice she or he needs during school time. Where it seems that practice outside school will benefit a child, we assign it.
Good Homework = Worthwhile “Home Learning” We don’t eschew regular homework entirely, though: indeed, home learning is part of learning throughout Elementary. In particular, reading at home can be a big contributor to young children’s developing literacy, and Elementary teachers encourage students and families to make reading a regular and enjoyable part of their evening routine.
Depending on grade level, your child may quite frequently have “home assignments” that are learning of a sort that is best done at home. These kinds of assignments invite students to apply and practice skills they have learned in real-life ways, and to extend their learning meaningfully. Interviewing a grandparent, reading to a younger sibling, investigating garden plants, reading a good book, writing in a journal, playing math games -- these are examples of the kind of meaningful and appropriate home-learning work that will benefit most children’s growth.
And you can help, too. Invite your child to make the shopping list, read to a younger sibling, or explain the weather to you. Ask her to research a healthier diet for the family pet, or figure out the best route to a friend’s house. Ask him to make a vacation plan, calculate the cost of lunch at a restaurant, write a letter to Auntie to plan a visit -- these are opportunities for children to apply, practice and extend their learning real ways, and recognize concretely that their learning is useful (otherwise, why do it?). And it lets your child know that you also appreciate the real contribution his or her learning makes to the family.
Homework that does not benefit learning does not benefit your child. At AISB Elementary, we do not give students assignments that demand that they master new material outside of school time, and we do not, as a rule, assign “busy work” -- that is, unnecessary practice or assignments-- unless we have reason to believe that a child will benefit from and enjoy it. Unnecessary practice, pointless repetition and “make-work” activities can have the unintended effect of encouraging students to focus less during school time, since they know they will have to spend time doing the same thing after school anyway.
Homework, where it is assigned, should be engaging and worthwhile without requiring students to struggle alone, or requiring parents to become tutors. We work to ensure that the homework assignments we give are, to quote respected researcher Cathy Vatterott, “purposeful, efficient, personalized, doable, and inviting.”
Vatterott also stresses the importance of communication between students, parents and teachers about homework. We try to work with each child’s particular learning needs, as we try to leave time for families of young children to be together, without the added pressure of “but I have to do my homework.” And we encourage all our families to be in touch with us whenever they have information that can help us help their children’s learning. We recognize that however highly we value home learning, there will be days when a child just doesn’t have time or energy left at the end of the day. And that’s okay!
Homework in Secondary Research on the impact of homework on learning for students at the secondary level is not as conclusive as it is for elementary students. There is evidence that added learning time, including homework, has leaning benefits for many students; although the relationship between deep learning and “time on task” is unclear.
Developing “self-regulation” What is clear, though, is that for older students, practicing self-regulation --that is, making informed decisions about how, when and what they learn -- is a key to academic success. For many students, it is sometimes better to think and write at home where, ideally, they have more control over their working environment. Some kinds of thinking are better done away from the crowd.
Indeed, deciding to take some of their schoolwork home is one of the ways that students begin to practice independence. Recognizing when he needs more practice, or when it will be more efficient to finish an assignment later, when she’s not tired/hungry/distracted, or has simply had had more time to think it over, is a sign of maturity and increasing independence in a student. Learning how to focus productively and manage their time outside school, and when to say “enough’s enough” is also essential for students’ long-term well-being and academic success.
It’s “home learning” -- not homework. Even better: when students want to work longer -- take more time, go deeper, explore further, polish, revisit -- and in any way take ownership of their learning, this is a sign that they are finding their individual strengths and interests, and embracing the most important attitudes of the life-long learner. Carefully designed “home work” can facilitate this kind of growth. For many educators, the term “home learning” does a better job of guiding students’ efforts than does “homework.” Nonetheless, there is plenty of evidence to show that, far from teaching responsibility and good learning habits, for many Secondary students homework is a major cause of anxiety and de-motivation toward school and --worse-- toward learning generally.
For this reason, the kind of work students are doing at home matters a lot. Writing poetry, or reading a challenging piece of text that has him fascinated, listening to a symphony, or working on a science fair project that she designed herself, wrestling with a math problem that he just can’t let go --- are activities that have quite a different impact than, say, completing a fill-in-the-blank worksheet. In general, the work that students are doing at home should have been begun at school, so that their home-learning time can be rewarding and productive.
Some basic principles we keep in mind are that:
Homework should be do-able by students working independently. If a student is unable to complete his or her assignments or homework without additional support from an adult, the student or their parents should inform the teacher, who will arrange for extra support at school. Indeed, we offer such support each day through our after school program, in the library.
Homework should not have a negative impact on other aspects of the student’s life. If parents feel that homework is causing anxiety for their child or interfering with his or her ability to maintain a well-balanced life (including family time, pleasure reading, physical activity, time with friends and so on) parents should let us know.
Homework should be personalized as much as possible. Each student’s needs for practice and independent working time are different.
GRADE 11 STUDENTS ARE SEEKING INTERNSHIP OPPORTUNITIES Each year, as part of their regular program of studies, AISB students in the 11th grade undertake a community internship placement of their own choice. The internship program allows students to observe professionals in their working environment, to investigate their obligations and potential as workers, to learn about workplace safety, and to gain valuable practical training and experience.
At this time, students are exploring appropriate placement options. So we need your help. If your organization is able to sponsor a student for this internship program, please contact Kelly Owens (firstname.lastname@example.org). This program would not be possible without our community partners, and we thank you sincerely.
You can read a brief description of the program and some student responses from previous year’s internships here.
At AISB, everything we do supports the vision of our school to support all students achieve personal and academic excellence, and engage positively with their local and global communities. With that in mind, technology is embedded where appropriate in the learning at AISB.
Kindergarten and Elementary School Students in Kindergarten/lower elementary use iPads whereas students in upper elementary are part of a 1:1 chromebook program for creating and reflecting on their work. Teachers use SeeSaw to highlight what the students have learned in class with others.
Middle School / High School All students in Secondary School (Grades 6-12) have their own devices. They learn how to make the most out of these devices in Grade 6 and then continue to use them as a tool to enhance learning in Grades 7 - 12.
At AISB, our philosophy about student use of Information, Communication and Design (ICD) resources is built around the concept of being an empowered, thoughtful and responsible citizen. Our middle school students benefit from a unique makerspace as part of their curriculum. And in High School, technology directly supports the AP Computer Science Principles program. AISB is a Google Apps for Education school, leveraging the suite of tools that Google offers to communicate and collaborate together. This includes Google Classroom where students and teacher share resources and work in progress, and students can collaborate and upload their completed work.
If you have questions, please be in touch with Mr. Allwyn Bryner, the ICD Coordinator (email@example.com)
Our goal is to ensure that all students experience an innovative and supportive international learning environment, and are empowered to meet successfully the diverse challenges of an ever-changing world.
Accreditation at AISB: We need you!
As you know, AISB was (joyfully) granted full accreditation by MSA last year, and we are now in the process of implementing our action plans in Reading, Math and Profile of Graduates.
We are currently seeking parent members for this year’s Accreditation Planning Team: this is the multi-stakeholder group who oversees the process and reviews the progress of the Action Teams. The APT meets twice and perhaps a third time each year, here at school. The work of the Team is very interesting; it’s a great way to learn more about AISB and its curriculum and programs.
If you would like to join the APT, or would like to know more about the APT, the Action Plans or accreditation, drop us a line! Contact Kelly Owens (firstname.lastname@example.org) or Renée Comesotti (email@example.com). We’ll be glad to hear from you.