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This blog explores, from multiple perspectives, gifted education in general and The Avery Coonley School experience in particular. Welcome to the conversation!


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A Welcome Back Message from our Head of School

Posted By Rachel Bucek, Tuesday, September 1, 2020

166 days. 166 days have passed since COVID-19 sent our students home, and turned our worlds upside down. As we prepared for the new school year, both our Lower School Head and Middle School Head sent out beautiful letters to parents describing all that had taken place on Maple Avenue since March 13 th , and as well as the many hopes and dreams that we as a staff have for you and your children. 166 days is both a blink of an eye and an eternity. Typically most of us complain about how quickly a year has gone by, however, I don’t think anyone is thinking that right now.

We have another 166 days ahead. We have another full year ahead. Whether 6 months old or 86 years, we all have a lifetime ahead. That is the beauty of the human condition—we have the capacity to think about the future, and to imagine things that have yet to take place. Our thoughts and images of the future are powerful forces that shape much of how we experience not only the future but the present.

As we enter into our 115 th year of school at ACS, I asked that everyone channel these powerful forces into positive imagery and positive outcomes. Previous to the beginning of the school year, our faculty and staff spent two days in a workshop, learning about the incredible effects of positive thinking and the science behind happy thoughts/actions/happiness. We know beyond a shadow of a doubt that today’s conditions are very scary, very challenging, and very real to all of us. What we also know, with 100% certainty, is that how we respond to these conditions and fears will shape how our students respond and imagine their futures. It’s that simple. Children need us now more than ever to find the positive, see the good, show the compassion, overlook the error, belly laugh when things go awry, be patient in car line, emphasize what went well, not went wrong, smile through the masks, and as one person said, “be intentional, not random in acts of kindness.” This starts with us. How we choose to respond to current events is how most of the young folks around us will follow suit. I want to encourage us all to choose to model grace and compassion. Let us all choose to find and see the positive moments and the positive outcomes that will come from even the darkest days.

Over the past 166 days, I have seen these choices in action throughout the ACS community and my confidence is at an all-time high. Together we have “made it happen” and together we will continue to make it happen at ACS. The stakeholders are many at ACS—what we all share is a commitment and singular focus to support our students in every way possible. We remain committed partners with our parents and are optimistic and excited to welcome our students back to school for the 2020-2021 school year.

With much gratitude and warmest wishes for the 2020-2021 school year,


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3 Steps to Finding the Right Kindergarten

Posted By Rebecca Malotke-Meslin, Wednesday, July 29, 2020

Kindergarten is an exciting milestone for children and parents. While many children will experience daycare or preschool before entering Kindergarten, being with the big kids in a big school carries a different feeling. Kindergarten readiness means more than a child’s ability to recognize their numbers and letters. For many children, it will be the first time they are away all day, 5-days a week from their parents or caregivers. Finding the right Kindergarten may also seem a bit overwhelming. Let’s begin by asking some key questions about your child’s development in order to make the best educational choice for your child and your family

Step 1: What does your child need from a learning environment? 

This is easier to answer than it may seem, but you need to know what questions to ask yourself and your child’s current preschool teachers and caregivers. Think of times you’ve observed your child at preschool, in small playgroups, or organized classes like gymnastics or art. 

Is my child the right age for Kindergarten? Kindergarten readiness often coincides with a child’s chronological age, but sometimes it doesn’t. The assumption is that if your child turns five by September 1st, they will enter Kindergarten. However, many parents choose to wait, especially if their child’s birthdate falls somewhere between June and August and they are not quite “ready” for Kindergarten. In this case, readiness might refer to their ability to self-regulate emotions and behavior, or their ability to separate from parents. 

What size classroom works best for my child? Will your child thrive in a class of 20+ students, or do they need more individualized attention? If you see your child needing more redirection or oversight during learning or play, a smaller class size may enhance growth and development in Kindergarten. 

Does my child need a primarily play-based program? Some children still require large amounts of time with gross motor activities, free-play, and unstructured opportunities to explore and discover. Other children, while still needing play, prefer more structured time with a variety of activities, including adult-led activities, with a defined focus. 

Does my child need a part-day program? Some children are exhausted physically and intellectually by noon and still need a nap or an afternoon of free-play to feed their brains and bodies. Other children have higher endurance and enjoy a full day of school. Be sure to ask if a school’s program is a half-day or full-day experience.

Is my child gifted? Early signs of giftedness include early language development, persistent curiosity, rapid learning, long attention span, and an excellent memory. If your child is exhibiting these traits and has mastered their preschool curriculum, you may want to explore a gifted or accelerated program. 

Does my child need support with speech and language? It is common for children to have areas of weakness with speech and language, such as articulation. However, having services provided in-school ensures consistent support and communication between teachers and therapists. Be sure to ask if services are offered and how your child could qualify for those services. 

Step 2: Learn what schools are in your area

Many families already know about their local public school, but have not explored the private or parochial schools in the area. Google, Facebook, and Instagram are a good place to begin your search for schools. To review and compare private schools, is a useful resource. For public schools, offers comprehensive information on individual schools and school districts. Even if your #1 choice is a public school, taking the time to see what other schools have to offer means you’ll make an informed decision. Independent, Montessori, Parochial, Gifted, Reggio Emilia, Waldorf, K-12, K-8. There are benefits to each, but the school’s mission must align with what your child needs. Review their websites and request information before you schedule a tour. What is their mission and philosophy? Are they not-for-profit? Are they accredited? What are the qualifications of the teachers? What are the school hours? Do they provide before/aftercare? When are applications due? What do you need to apply? How much is tuition? Do they offer Financial Aid?

Step 3: Experience different schools. 

Many schools now offer virtual tours. Check with the admission office to see what is the preferred way to experience each school. From the person who greets you over the phone, to the children skipping past you in the hallway, keep your eyes and ears open to the sights and sounds of the school. Take in the entire experience. Welcomed? Safe? Excited? Overwhelmed? Distracted? Take note of these feelings and imagine how your child might feel at that same moment.

At this point, you will have narrowed your options to schools that “feel” right for your child and your family. At some point in the process, your child should have an opportunity to visit the school as well. Many schools will host playgroup screenings, interviews, or other admission events to get to know your child. It is essential to consider your child’s feelings and emotions once they’ve experienced a school. However, parents are ultimately responsible for making the final decision. Allowing your child to choose their school is an unfair burden. Instead, parents should present the decision to their child with a positive attitude, which will allow your child to feel comfortable and secure with their new school. 

Each admission office will assist you with the individual steps and timelines to complete the application process. Your child may not be accepted to your first choice of schools. While that experience could leave you feeling hurt or confused, it is important to remember that the school wants to ensure whomever it accepts will find success and happiness in the program. The school wants to find a good fit as much as you do. 

Think of looking for a Kindergarten like car buying. It’s a potentially expensive purchase, the research is time-consuming, and the process is a little overwhelming. You can find the most beautiful, fast, and high-tech car, but if it doesn’t meet the needs of your family, it will disappoint you.  Like car buying, when looking for a Kindergarten, you first need to assess the needs of your child. Breaking it down to a few steps and asking the right questions will help you gain the knowledge you need to make the best decision for your child.

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Finding Strength & Resiliency in eLearning

Posted By Rachel Bucek, Monday, July 6, 2020
Updated: Wednesday, July 8, 2020

This year, schools around the country were faced with a new and unexpected challenge. In February, the U.S. President and the Governor of Illinois issued a stay-at-home order due to the quickly escalating COVID-19 pandemic. We followed those directives to prioritize the health and safety of our staff and families, and temporarily closed our physical campus on March 16th. However, as the situation began to worsen, Governor Pritzker extended all school closures through the end of the 2019-2020 school year.

When concerns began to arise in February, the closure of school was immediate, as was our transition to eLearning. Teachers and Administrators, with the support of the School’s Technology Team, worked quickly to adapt to this new teaching and work style. While daunting at times, we found excitement in eLearning by discovering interactive and creative tools such as Zoom, Flip Grid, Padlet, Seesaw and more that allowed us to connect and support each other during this time. Whether we call it eLearning, remote learning, distance learning, or virtual classrooms, it all refers to the same concept. Students and teachers engaging in the learning process without a shared physical classroom. What seemed impossible only a few short years ago, was suddenly the new normal.

After the initial launch, teachers worked tirelessly to reinvent their curriculum, determined to continue intellectual growth and curiosity in our students, while also providing them with a sense of cohesiveness. Students and teachers adapted to eLearning through virtual classrooms (synchronous learning) and recorded message, stories, and instruction (asynchronous learning). Faculty and staff also embraced the changes that came with eLearning but looked for unique ways to bring hope and motivation to their students. Social Emotional Learning or SEL would become more important than ever. Faculty work to connect with students who are feeling increasingly disconnected, who miss their friends, who are missing some of their favorite extracurricular school activities such as Chess, Band, Chorus, PE, even lunchtime. Counselors Meghan McCarthy and Angel Van Howe have been sending regular communications to help guide parents through the struggles of parenting and addressing the specific needs of gifted learners.

Our teachers worked hard and seized every opportunity to transform their virtual classrooms into positive and engaging learning environments. For example, Drama Teacher Mr. Jeff Westbrook carried on with his lessons teaching pantomimes to Group 5 students, only this time, students used their school issued laptops to record their practice and share it with classmates. He, along with Mrs. Barbara Cosentino, also coordinated an ode to Group 8 performing “You are my Sunshine” with the musical stylings of Mrs. Surdynski, Mr. Pawalek, Ms. Hurdle, Mr. Dundek, and Mr. Metcalf to inspire our graduates who are missing some memorable moments in their final year at ACS. Students experience joy at home through virtual classrooms and eLearning. Our Athletic Director and P.E. teacher, Mr. Joe Schallmoser, knew that student spirits and physical activity might be low. He began delivering “Burpees and Bad Dad Jokes” to students across Chicagoland. He traveled more than 500 miles, visiting more than 100 students to provide exercise and laughter to improve mental and physical health. All at a safe distance, of course. Additionally, Mrs. Neha Thakkar, Learning Resource and Media Specialist, never missed a beat when it came to her students interested in learning by hosting a virtual author visit from K-Fai Steele. These practices, amongst many others, transformed the eLearning experience for our students from a scary and uncertain experience into an adventure.

Teachers and staff encountered no shortage of trouble: spotty wi-fi, computers on the frits, login issues, password changes, timing conflicts and more. So far, nothing has stopped us in moving forward as a community to meet the needs of our students. The positive responses and appreciation we received from parents during this time was overwhelming. Watching our community come together in support of one another is something we will never forget. Parents expressed their concern and care for our teachers during this tough transition, “While the teachers continuously work with our students to strike a balance, we as parents want to give permission to the teachers to find some balance for themselves in all of this. With several more weeks of the school year to go, please pass along our concerns, thoughts, and thanks. ACS is truly a unique community.” Acknowledging the difficulty faced by parents, students, and teachers is necessary to work through this uncertain time. We heard from another parent who reminded us that “Learning to be flexible and adapt to situations is a skill that is invaluable to these children later in life.”

We strive for a true partnership between parents and teachers. That relationship has never been more important. Teachers relying on parents to provide real-time support to kids, and parents relying on teachers to reimagine curriculum for a virtual world and be present for their students. Likewise, the Administrative Leadership Team, the Board of Trustees, the Tech Team and all the faculty and staff have banded together in support of students, our mission to serve gifted children, and our desire to provide quality education in the face of incredibly challenging circumstances. We have every confidence our community will come out of this stronger and more resilient. 

This article was featured in our 2020 ACS Spring Magazine. While the print version of the magazine has been sent to homes, in effort to continue our green initiatives and be fiscally responsible, future editions of the ACS Magazine and Annual Report will be sent via email and will be available to view online. If you would like to receive the ACS magazine in print form, please indicate your preference online at Take a look at the full 2020 ACS Spring Magazine here.

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The 2019 ACS Distinguished Alumni Award Recipient is Chris Agos '86

Posted By Melissa (Michi) A. Trota (Trota), Monday, July 22, 2019

The Avery Coonley School Distinguished Alumni Award, launched in 1994, recognizes and honors those alumni who demonstrate outstanding leadership or service to the local, national, or global community. Recipients of the Award include alumni who, through personal commitment, work ethic, and service, best demonstrate the spirit and mission of Queene Ferry Coonley’s original vision.

We're thrilled to announce that the 2019 Distinguished Alumni Award Recipient is Christopher Agos ’86. Chris is an accomplished actor and voice talent known for his roles on Chicago PD, House of Cards, Grey's Anatomy, and Boss. He's appeared in hundreds of commercials and has voiced radio ads for brands such as Sprint, Ford, and United Healthcare. He is the author of Acting in Chicago, a business-focused book used by acting students in colleges around the Midwest, and writes extensively about the business of acting on the book's related website; he is also on faculty at the Acting Studio Chicago.

Since graduating from ACS, Chris has given back to the school in a multitude of ways. Chris was the founding President of the Alumni Council and served in that role from 2011-2015. During that time, he led the Council in establishing goals and partnered with the school to formalize their joint alumni engagement initiatives. He served as a Group 7 Mentor and has been a loyal supporter of ACS for many years. Chris also shared his professional expertise with ACS through his critical role in the creation of a video to celebrate the school’s history. Chris and his wife Patricia currently live in Los Angeles with their twin boys.

The Distinguished Alumni Award will be presented at the ACS 2019 All-Class Reunion on September 14 during the Saturday evening Alumni Dinner & Dance; reunion events will take place September 13-14. You can register for tickets to the dinner & dance, as well as other weekend reunion events, at For more information, please contact Barbara Cosentino at

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Tags:  All-Class Reunion  Alumni  Distinguished Alumni Award 

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Notes from the Head of School: How to Encourage Your Children to Use Technology Thoughtfully by Taking Ownership of Your Family’s Devices

Posted By Administration, Monday, January 14, 2019

The start of a new year is often a time to begin new habits with renewed energy. Since it is fresh on my mind, I have one New Year’s resolution I would like to propose for parents to adopt if you are not already doing so. It is both simple and complicated, yet important in terms of your health, and the health of your children! I ask you to continue having conversations with your children about boundaries with technology, and to stress to them that while your children may have use of personal phones and computers, those items are  still owned by you, and it is still ultimately your responsibility to not just pay the bills or repair/replace them when needed, but to evaluate and determine how they are being used as well. This distinction and understanding matters because our students—your children—continue to do what kids do: push limits, make errors in judgment, push the “send button” before thinking, and on occasion make decisions that are very hurtful and sometimes dangerous to others. They do it online—through instant messages, text messages, Instagram, and I am sure, a host of venues whose existence I am unaware of… And they do it on phones and computers that are owned by you.

Over the past two months we have had to address several inappropriate situations across all grades (mostly in middle school) that involved texting and social media. While it is true that our kids in general are smart, talented, kind, and wonderful, they are STILL KIDS, who need direction, boundaries, and support in the navigation of adolescence. Talking directly to your children and keeping lines of communication open is always the best way to support your children, but if you are not also occasionally checking their phones and texts and emails, you may be inadvertently setting them up for troubling experiences in the future. “Trust but verify” is not the same as distrust, even if your kids may say so when you set the ground rules for their using the phones and computers you own. It is perfectly ok to tell your child that while you trust their intentions, it’s still your responsibility to both make sure that your children are learning how to use that technology safely, and to ensure that technology which you own isn’t being used to cause harm. We adore and love our children, but it’s also ok to realize their judgement isn’t always going to be the best, and it’s part of your role as parents—and ours as their teachers—to help children hone their judgement properly, which includes placing limits on their social media capabilities.

I want to be crystal clear that I am not in any way anti–technology! I try to approach most of life with the Aristotelian motto, “Everything in moderation.” This applies not only to the use of technology, but to the monitoring of your child’s online life. You don’t need to be a spy, nor do you need to read every email and text and post. But what you do need to do is make it clear that you can do so at any time, that you will do so on occasion, and that you are doing so because you care about who your children will grow up to be, and how responsibly and thoughtfully they will use the considerable power of technology in their lives. I encourage parents to reach out to Cyber Safety expert, Liz Repking, with questions or concerns you have surrounding the best approaches to take with your own children. Liz has spoken wonderfully about these topics to both our students and their parents here at ACS, and can be reached at

As teachers, we see ourselves as partners with our students’ families, and want to work together to do all we can to keep these children safe. Think about this New Year’s resolution—I promise it is one you will never regret, and it is one that actually gets easier once you begin.

~Paul Druzinsky, Head of School

Tags:  children  parenting  social media  technology 

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Notes from the Head of School: Changes to the 2018-2019 School Year

Posted By Administration, Thursday, February 22, 2018

The 2018-2019 school calendar is now posted. I want to highlight one particular change that is made with the best interests of our students, families, and teaching faculty in mind: We are moving the start of classes for groups 1-8 two days earlier than what has been our typical start date. Classes will begin on Thursday, August 23rd. As many of you know, local school districts have moved their start dates even earlier than ours, which makes it challenging at the end of the summer for families with children in public schools. By moving up the start date we also add more quality class teaching time for students, which is invaluable.

 We hope that 6 months’ notice will allow for enough planning for the vast majority of ACS families. However, we know that some families make summer plans far in advance, so if you are a family that has already made a commitment precluding your child’s presence for the opening of school, please let us know. We will be happy to work with you!  

 Warm regards,

Paul Druzinsky
Head of School

Tags:  first day of school  school year  start date 

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Notes from the Head of School: In the Wake of the Marjory Stoneman Douglas High School Shooting

Posted By Administration, Thursday, February 15, 2018

After sitting through the pain of hearing about the shooting at the Marjory Stoneman Douglas High School in Florida yesterday, I thought about whether or not to send a message to our community. How many messages can one send about these kinds of tragedies, and what can I or anyone add that hasn’t already been said? But upon reflection I realized that not saying something, not acknowledging that it happened, would be the absolute worst decision. Only time will tell whether school shootings have already or will become “the new normal.” What should never be normal, however, is parents and teachers closing doors of communication with our children. These events are tragic and terrifying and anxiety-causing—for adults and children. Even if your own child says nothing, or an adult says nothing, with the possible exception of really young children, you can be sure they are thinking about it, talking among themselves, and/or are worried about themselves, their friends, their school, their communities.

We cannot allow the “new normal” to be one of numbness or passive acceptance. It is critical that we open the conversations amongst each other, and talk directly and openly about what happened. We cannot remain silent. We need to do more, as parents and as a school, to acknowledge that kids today feel pressures from home, school, social media, and their lives that is taking a toll on our pre- adolescent and adolescent population. High schools and colleges are dealing with unprecedented numbers of students who show up on their campuses with anxiety and depression before they are even 18 years old. Yesterday’s event only magnifies the pressures our children face, not to mention the horrendous loss those families and the Florida community experienced. Hearts are breaking across the country for them, as individual fears rise.

Below you will see a link to a speaker next week who I encourage you to consider hearing. I have not heard him speak directly, but the topic is critical and we need to become a part of the conversation and a part of the solutions. Typical advice after a tragedy is to say, “Never pass up a chance to hug your children or tell them how much you love them.” Right now, I would say it is more important to never pass up, and in fact, actively find ways to converse with your children. By converse, I mean listening to your children now is probably the 90% that matters even more than what you say.

There are lots of reassuring things to say to children and each other, while acknowledging the fear and sadness and uncertainty of life. The statistics are scary—but the odds of it actually happening to any one individual or school remain infinitely small. We are continuing to address the physical safety of our community and will continue our safety drills and improve, where possible, our security measures. But the emotional safety of our children and community is equally important. By acknowledging and addressing the underlying stress we and our children feel, we can provide a measure of mutual care and support that is essential for us all.


Paul Druzinsky
Head of School

Event: Dr. Michael Bradley presents Crazy Stressed: Saving Today's Overwhelmed Children
Date: Wednesday, February 21, 2018, 7-8:30pm
Location: The Community House, 415 W. Eighth Street, Hinsdale, IL, 60521
Peel back the cheerful facade that many parents present, and you'll find that many are worried about their children. New research tells us our kids are not all right. Too many are struggling with excessive academic loads, extracurricular demands, sleep deprivation, and 24/7 connectivity, causing epidemic rates of anxiety, depression, substance abuse, and suicide.

While teen brains are hardwired for risk-taking and overactive emotions, their coping abilities are at all-time lows. Dr. Michael Bradley first explains what's driving today's adolescent anxiety, depression, and negative behaviors and what the latest brain development research is telling us. Then, with proven strategies from his three decades of practice and his own years as a father, Dr. Bradley provides practical advice on how to connect with your children to build their life-saving resiliency and what to do when you're facing a major mental health issue.

Tags:  safety  shooting  stress  support 

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Notes from the Head of School: Thoughts for Martin Luther King Jr. Weekend

Posted By Administration, Friday, January 12, 2018

As we arrive at Martin Luther King Jr. weekend 2018, I think now, more than ever, it is important to recognize and honor all he stood for, and to have conversations with your children about the vision he articulated for America. ACS is a microcosm of what makes our country so wonderful, and a beacon of hope and light for the world. Our students learn throughout their time at ACS, and in particular in areas of our curriculum that explore the roots of our family cultures and traditions like Heritage Fest, that we are a country built by the hard work and sweat of our brethren across the globe. Sadly, some of this sweat was forced through the ugly institution of slavery, but Martin Luther King Jr asked us all to rise above this evil, and envisioned an America of equal opportunity, equal rights, and equal justice.

From the great farms and agricultural success across America, to the railroads built in the 19th century, to the start-ups in Silicon Valley, the success of America is because of and not despite the contributions and sacrifices that all of the families from all of the countries represented here at ACS have made to our nation.

The number one charge of a school is to keep its community members safe. The second most important charge is to live its mission and vision in support of the next generation. At ACS “ we strive to build a community where understanding and mutual respect are encouraged and where appreciation of the individual, civility, gratitude, honesty, kindness and consideration, responsibility and volunteerism are nurtured as the child’s moral development progresses.” This is a critical part of the ACS vision, and the adults in our community are committed to keeping these values at the forefront of the everyday experiences of our children. 

This weekend should be more than just three days away from school. Homework can wait, but finding time for opportunities to have the conversations with your children that matter the most should never be missed. Social media messages are not (yet) doing enough to emphasize the true reasons why America is and must remain the country where dreams and hopes apply to all of our citizens, here and across the seas.  Martin Luther King Jr. weekend is the perfect reminder of this, and can help open the doors to your children’s hearts.

Warm regards,

Paul Druzinsky
Head of School

Tags:  Martin Luther King Jr Day  Notes from the Head of School 

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ACS Alumni Abroad: Danila Kurganov

Posted By Administration, Tuesday, November 21, 2017

Our ACS Alumni are always doing interesting things and making their mark on the world. Here is one alum's story about moving and studying abroad:

 Hi everyone. It's Danila Kurganov, Class of 2014, writing from England!

 What made your family decide to move abroad?
My dad was given the chance to work in London for his firm, and as a family we decided to take this unique opportunity and live with him in London.

How is school in England different from school in the United States?
In the last two years of British High School students choose to study three subjects that they’re really passionate about (although they can technically take as many subjects as they’d like), and these subjects are then taught at AP/college level for two years. As students are genuinely interested in their subjects (or at least don’t dislike them), most of their extra time goes into learning their subjects deeply (what they’re supposed to do at least). For this reason, it only take three years at university to get a BA degree (as opposed to four in America).

Tell us all about your life – What are some favorite hobbies? Is there anything you really enjoy doing? Do you have any news about your family you would like to share?
Living in England is fantastic, I’ve met some of my closest and best friends here. In my free time I enjoy playing saxophone, guitar, and teaching myself how to code. Most of my time though is spent on helping younger years at my school; this includes helping them prepare for the UK Maths Challenge (British version of AMC), as well as running a STEM club where students are now working on making catapults. I enjoy seeing students get very passionate on something they previously thought was dull. My family is also quite happy living here, and my little brother is the first in the family to talk with a British accent!

 Thinking back, what is one of your favorite memories from your time at ACS?
The thing that immediately pops into my head was making movies for Drama. Weeks of writing scripts, acting, and filming was a hard but enjoyable task. Everything seemed to work on paper, but when we tried to film a scene either someone had too much makeup on, or clothing changed mid-scene, or the massive camera decided to quit working. All this quirkiness was then recorded onto a CD for the school to watch during assembly. Quite fun this was!

 What advice would you give to any student who wants to study abroad?
My advice for anyone deciding to study abroad is to think about how your decision affects your future. Once you move to another country, it’ll be harder for you to go back to America and study at College or University. Does moving provide you with a new opportunity? If you want to study abroad "just because", really think about your decision some more.

 Do you have any news to share? Be sure to fill out a class note!

Tags:  abroad  Alumni 

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ACS Alumni Council Profile: Maddie Flynn

Posted By Administration, Tuesday, November 21, 2017

Meet Maddie Flynn, the youngest member of the ACS Alumni Council. Read more about Maddie and why she stays involved in ACS below. 

What was your class year?

Tell us about your life:
My twin brother, Jacob, and I were born in Minneapolis and moved to Clarendon Hills when we were one year old. I began my ACS journey in Early Childhood, so ACS has been a part of ¾ of my life! Outside of school, I always enjoyed sports, art, and playing the piano. When I started high school last year, I had to narrow my extracurricular activities down to include mostly soccer, Model UN, and service opportunities, but still always make time for my family and friends.

What are some of the things you enjoy doing? 
I started playing soccer when I was 4 and I have loved it ever since. In addition to playing on the varsity girls soccer team at Ignatius, I am also on the top team for the 2001 girls on FC United. Soccer is a huge commitment in my life and after school three days a week I drive straight from the city to Glenview for practice. It’s quite the trek, but definitely worth it. The girls on my soccer teams are some of my closest friends and I know soccer will always be a part of my life.

What is one of your proudest accomplishments? Many of my proudest accomplishments are soccer-related. Last year, I was one of the four freshmen chosen to be on the Ignatius varsity girls soccer team and really enjoyed working with upperclassmen and playing with girls from different grades. In addition, last year I was one of the few nominees for  the Fr. Florian Zimecki S.J. Freshman Achievement Award.

Do you have any family news to share? My brother, Michael, graduated from ACS in 2013 and St. Ignatius College Prep in 2017. He now attends Northwestern University and loves it! My twin brother Jacob enjoys running (I’m not quite sure how he runs for fun, but he’s good at it!). Who would have thought that coming in first at the ACS Fun Run in 7th grade would start his running career? He now runs on the varsity cross country and track teams, has set school records, and holds a 4:39 mile time. Our dog, Jemma, was recently highlighted in the local Daisy Fields Magazine giving us the a chance to continue spreading the word about Black Dog Syndrome, the topic of my 7th grade science fair project.

What have you done since graduating from ACS? Last year, I started high school at St. Ignatius College Prep. While the daily train rides are a bit taxing, I love to take advantage of all the things Chicago has to offer! Like ACS, St. Ignatius is very culturally and geographically diverse. It is like a slice of the real world (with a healthy dose of Catholicism attached). I really enjoy the service aspect, especially being part of Circle of Friends, an organization which helps mentally handicapped and developmentally challenged young adults lead meaningful and happy lives with dignity and respect. Locally, I volunteer at the Wellness House and am on the Junior Board of the Community House in Hinsdale.I am also an active member of our school’s Model United Nations team.

What is your fondest memory from ACS? My fondest ACS memory would probably have to be the Eighth Grade Play. I loved seeing my classmates all come together and really enjoyed my role. It was so nice to be able to spend time with all my peers at after school rehearsals and practices before our graduation and I really treasure these memories.

How did going to ACS impact your life? The research, study, and communication skills I learned and practiced at ACS have made the transition to high school much less stressful. I have so much less time to do homework in high school that the time management skills I learned at ACS are critical to my high school success. Because of the classroom environment at ACS, I am never hesitant to respectfully and constructively share my opinion, ask questions, and listen to other’s comments non-judgmentally. 

Who was favorite teacher and why? Mrs. Schaub was my favorite teacher. She made even the drier subjects like grammar fun and interesting. I had always enjoyed writing, but she made me feel extra special about it. She always gave me great feedback and inspired me to continue writing, especially creatively. In high school, writing skills aren’t really a big part of the curriculum and I am thankful that I already have solid writing skills.

What was your favorite ACS tradition? 
While I enjoyed all the traditions at ACS, it is some of the smaller things that make up my fondest memories. I loved racing to be the first one outside during recess, occasionally having to spend recess in the gym on a rainy day, and serenading classes with our newly developed guitar skills. I think one of my favorite memories will always be playing predator-prey during P.E. – being able to run in the forest preserve was definitely a wonderful luxury that I appreciate even more now that I am on an urban campus.

Why should more alums be involved in ACS? 
I feel fortunate that my parents have always viewed education as such an important part of my childhood. It’s probably an overused analogy, but to me, my educational journey is like a tree. ACS is the roots where it all begins, high school is the trunk which grows  stronger, and then, like branches, we all reach for the sun on our own paths. I am thankful to have had such a healthy and sturdy foundation. I think ACS is a bond which unites all alums and I think most of us have had that realization that we probably wouldn’t be where we are today without our ACS experience. I always know I can go back to my ACS home and feel welcome there and I feel like it’s important that alums continue to preserve that sense of community so that this feeling remains for decades to come.

Tags:  Alumni  alumni council 

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