AES Annual Report 2021–22

Our Mission

The American Embassy School provides a balanced education defined by a joyful pursuit of excellence in academics, athletics, arts and service. We enable each student to be an inspired, lifelong learner and a responsible, compassionate global citizen.

Table of Contents

Our Vision

AES is a destination school for families and educators seeking personalized learning to cultivate intellectual and creative leaders who will make the world a better place.

Our Motto

Enter to Learn. Leave to Serve.

Message from Director

As someone who is new to the American Embassy School (AES), I’m excited to introduce the 2021–2022 Annual Report with thoughts characterized more by impression than facts and gures. Among my rst impressions is that AES thrives through its warmth and generosity, and that this has always been the case.

What also impresses me about this community is its emergence from the disruptions of COVID-19 and changes in leadership as a united and happy place. From a historical perspective, as I’ve come to learn about AES, I wonder whether this has more to do with its foundational strength—well-represented by having been built on the spine of the Aravalli Mountains—or the love, generosity, and spirit of the generations of families, boards, teachers, and students who have developed the School. Maybe both in equal measure.

At the 70th Anniversary Gala event, I mentioned that I come from a place that is located at the southern end of the Appalachian Mountains, a range that like the Aravalli Range is among the oldest in the world. I know what it’s like to come from a place that feels rooted in rock. It is easy for me to feel that AES, built on the spine of an ancient mountain range, is well grounded with a storied past and bright future.

At the 70th Anniversary Assembly earlier this year, also asked the community to remember that there were many people throughout the years who have given fully of themselves to make our School what it is today. Each generation has paid it forward in this way—people giving of their time, talents, and treasures to make AES one of the world’s truly iconic schools.

hope that through this Annual Report, you will see the School’s success as tied to its place and its people—to its strong and resilient foundation and to the warmth and generosity of its community. I hope that you enjoy the report and will then put it down, roll up your sleeves, and help us move our School forward—always building upon our rock-solid foundation and always rooted in our shared love for the School.

Message from Board of Governors

As COVID-19 continued to evolve around the world, the American Embassy School’s 2021–22 school year involved adapting ourselves to the resumption of in-person instruction and activities while taking responsible steps to ensure our community’s safety. After two years of virtual and hybrid experiences, we celebrated each step towards normalcy, capped o by a jubilant in-person high school graduation ceremony for the rst time since 2019.

The Board of Governors, led by President Jeetu Balakrishnan, adopted four goals this year: developing a long-term plan for campus; working on the next strategic plan; ensuring nancial sustainability; and improving our governance capacity and capability. In addition to our nine voting members, we bene ted from the expertise and insights shared by Brian Heath and Graham Mayer, the two U.S. Embassy Representatives to the Board.

At the committee level, where most of the work of the Board takes place, we had a busy and productive year. We formed a Governance Committee, which had been a longstanding strategic objective, chaired by Audrey Slover, to enable the Board to partner more e ectively with the Director while ensuring purpose and accountability within school leadership. Our Policy Committee began an overdue systematic three-year review of the Board Policy Manual. Board Treasurer Ronit Sharky took on the challenging task of leading the Finance Committee, which worked to maintain the school’s scal health despite the ongoing uncertainties related to the pandemic’s impact on local enrollment and global markets. And, through the important work of the parents and faculty representatives on our Nominating and Election committees, chaired by Nicole Neroulias Gupte, we welcomed three new Board members for next year: Aarti Rai, Saskia Stegeman, and Kathrin Tegenfeldt.

In light of the unexpected departure of Director Andy Torris in June, the Board worked quickly and diligently to appoint High School Principal Iftekhar Syed as Acting Director and conduct a search for a two-year Interim Director. The Board is especially grateful to the Senior Leadership Team and David Perry, our incoming Interim Director, for stepping up during this time to ensure a seamless transition and warm welcome for new and returning faculty, sta , students, and families to AES for the 2022–23 school year.

Warm regards,

David Perry Director

It is with great hope and excitement that we look to this coming year for many more in-person learning opportunities, after-school activities, and community events. The Board is honored to continue partnering with faculty, sta , and families to ensure AES will long remain a place where students can enter to learn, leave to serve, and joyfully pursue excellence along the way.

Thank you,

Daniel VanderEnde Board of Governors

Daniel VanderEnde Board of Governors

David Perry Director

Learning

Academics

The 2021–2022 school year in high school saw the return of a more normal school with its rhythms and events, even while still adjusting to the pandemic. “The rst time since 2019” was a refrain across the year: the rst Fall Fiesta, the rst Minicourse, the rst IB exams and in-person AP exams, the rst in-person graduation and senior family brunch. We are especially proud of the Class of 2022 whose pandemic impact began in March of their Grade 10 year but who still challenged themselves academically with the IB Diploma Program or a variety of IB and AP courses and who earned excellent results despite all the obstacles they faced.

Even as we were focused on the re-integration of all of our established important events, we also continued to grow and improve in our ability to o er a world-class education and school experience for our students. We completed the work of a College and University Admissions Task Force and recruited for a Director of University and College Counseling. We worked with Aaron Moniz and Inspire Citizens to increasingly embed service learning into our curriculum planning. We began using Maia Learning to provide a program and structure for our Advisory Program. One of our teachers founded Arts in the Atrium, a weekly lunch-time performance opportunity that has given a space for students and teachers to express themselves through music, dramatic performance, and dance.

We also began a slow return of some direct service by the service clubs, of live theater and concerts, of TedX, and of some MESAC sports (though travel was not allowed). Our only time online was the three weeks after winter break due to the Omicron variant. We also spent time re ecting on changes we implemented because of the pandemic and speci cally what we wanted to keep and adapt moving forward. Our “No New Work Wednesday,” a well-being initiative of the 2021–2022 school year, became the Microcourses, an opportunity for students to learn or do something new without being formally assessed. Through their very high attendance, our students demonstrated their enthusiasm for curiosity, for exploring something new, and for getting some much-needed exercise.

The 2021–2022 school year was the closest to “normal” that we have experienced since the start of the pandemic. We were extremely fortunate to be able to remain open for the majority of the year, and the impact on our children, sta and the MS community was signi cant. There was a transition period as we all revisited what it meant to learn and engage in an in-person environment, but this was made easy by everyone’s enthusiasm and appreciation of being together. We were extremely grateful for our community’s commitment to everyone’s safety and for its generous support as we cautiously re-introduced many of our experiential activities. We saw the return of MS Production, Socials, Fort Frenzy, and Local WOW. While not able to travel, we were still able to o er a range of After School Activities and ASIAC sports. As a sta , we began our journey with Inspire Citizens, an organization dedicated to helping schools reimagine how to inspire holistic global citizenship, and we developed service learning focused units at each grade level. We look forward to further developing these units in the 2022–2023 school year.

The 2021–2022 school year began in a much di erent way than the previous year; students were on campus and in classrooms! While there was masking, testing, and distancing throughout the year, the vast majority of instruction was in person! Although it was with limited access and in limited numbers, elementary parents were invited back to campus for parent co ees, as guest readers, for face-to-face conferences, to attend student performances, and to visit our library. Students participated in academic and social learning face-to-face with teachers and peers to fully utilize our amazing learning spaces after a year of predominantly online learning. Students engaged in music performances, enjoyed outdoor “Fun Days,” experienced “India Week,” and some grade levels were even able to travel on a eld trip in the spring semester. COVID-19 continued to prevent the full AES community from coming together interpersonally the way we are accustomed to, yet the strength and commitment of the AES community made it possible to stay on campus, in person. Our students experienced rich opportunities to be joyful and to pursue excellence together! Bring on 2022–2023!

Iftekhar Syed High School Principal

Anthea Clifton Middle School Principal

Charles Bellomy Elementary School Principal

Assessments

AES students had less access to standardized testing during the 2020–2021 and 2021–2022 school years and thus fewer students tested. While the number of students electing to take an SAT or ACT is currently increasing, it remains below pre-COVID-19 levels. Overall students have embraced a test-optional approach to college admissions when possible."

Warren

Emanuel

Standards-Based Learning IB Diploma Results

AES High School phased in Standards-Based Learning starting in the 2016-17 school year. A 1-7 achievement scale was adopted in 2018-19. Students earn an overall score of 1-7 for each course each semester which is reported on the school transcript. We no longer calculate GPAs.

2022 Results

of University and College Counseling

Director

Curriculum

AES o ers a robust American curriculum throughout Grades 9 and 10 that culminates with the option to pursue a full IB diploma.

In total, AES o ers more than 40 IBHL, IBSL, and AP courses. A full list of curricular o erings can be found on our website.

Group 1 World Average: 2.57

AP Average Scores By Subject US History

AES Average Score: 3.43

8:1 Student Faculty Ratio

11 Average Class Size

73 % of 2022 Graduates pursued IB Diploma

Testing Limitations for international students & US citizens abroad

Our students have had less access to standardized tests because of fewer test dates abroad, fewer sites o ering the test, score cancellations, and technological di culties. Please take this into account when evaluating our students’ applications.

AES has an open enrollment policy for students wishing to take AP or IB courses or the full IB Diploma. Approximately 75% of students will pursue a full IB Diploma each year. Students may not exceed three HL and/or AP courses in a year.

5.25 AES Average Score: 5.39

Group 5 World Average: 4.85

AES Average Score: 5.11

Arts Group 6 World Average: 4.51

AES Average Score: 5.40

University Acceptances Class of 2022

United States

Bates College

Bellarmine University

Binghamton University

Boston University

Brandeis University

Brigham Young University-Provo

California Polytechnic State University-San

Luis Obispo

Carnegie Mellon University

Case Western Reserve University

Chapman University

Claremont McKenna College

Clark University

College of William and Mary

Emerson College

Emory University

Florida Agricultural and Mechanical University

Florida State University

Fordham University

Fullerton College

George Washington University

Georgia Institute of Technology-Main

Campus

Georgia State University

Howard University

Illinois Institute of Technology

Indiana University-Bloomington

Ithaca College

Lewis & Clark College

Manhattan College

Michigan State University

Mount Holyoke College

New Mexico Institute of Mining and Technology

New York University

North Carolina State University At Raleigh

Northeastern University

Oberlin College

Rochester Institute of Technology

Santa Clara University

Santiago Canyon College

Seattle University

Southern University and A & M College

Stanford University

Stony Brook University

Syracuse University

Temple University

Texas A & M University-College Station

Tulane University of Louisiana

University At Bu alo

University of Arizona

University of California-Berkeley

University of California-Davis

University of California-Davis

University of California-Irvine

University of California-Los Angeles

University of California-Merced

University of California-Riverside

University of California-San Diego

University of California-Santa Barbara

University of Central Florida

University of Cincinnati-Main Campus

University of Connecticut

University of Florida

University of Georgia

University of Illinois At Urbana-Champaign

University of Kentucky

University of Louisville

University of Massachusetts-Amherst

University of Michigan-Ann Arbor

University of Minnesota-Twin Cities

University of North Carolina At

Chapel Hill

University of Oregon

University of Pennsylvania

University of Pittsburgh-Pittsburgh Campus

University of Richmond

University of Rochester

University of South Florida-Main Campus

State University

Virginia State University

Wellesley College

Wheaton College

Whitworth University

Willamette University

Xavier University of Louisiana

York College of Pennsylvania

United Kingdom

City, University of London

Durham University

Goldsmiths, University of London

King's College London, University of London

London South Bank University

Loughborough University

Middlesex University

Queen Mary University of London

Regent's University London

St Mary's University, Twickenham

The University of Edinburgh

University of Bristol

University of Glasgow

University of Greenwich

University of Leeds

University of Manchester

University of Nottingham

University of Stirling

University of Surrey

University of Warwick

University of West London

Netherlands

Erasmus University Rotterdam

Leiden University

Leiden University College the Hague

University of Amsterdam

Conestoga College

George Brown College

Huron University

McMaster University

Memorial University of Newfoundland

Queen's University

Ryerson University

Seneca College

Simon Fraser University

The University of British Columbia

University of Alberta

University of New Brunswick

University of Ottawa

University of Toronto

University of Victoria

University of Waterloo

Western University

York University

Other Countries

The Hong Kong University of Science

and Technology, China - Hong Kong SAR

O.P. Jindal Global University. India

Al-Faisal, Saudi Arabia

Esade Business School, Spain

CEU San Pablo University, Spain

IE University - Madrid Campus, Spain

APPLICATION GUIDELINE

AES students are encouraged to submit ten university applications or less. Universities receiving an application from AES can be assured that the student is a sincere applicant.

Oklahoma State University-Main Campus

Pennsylvania State University-Main Campus

Purdue University Fort Wayne

Purdue University-Main Campus

University of Southern California

University of Virginia-Main Campus

University of Washington-Seattle Campus

University of Wisconsin-Madison

Virginia Polytechnic Institute and

Canada

Algonquin College

Brescia University College

Concordia University

90% of AES students report being admitted to a “best t” university.

This list does not include 2022 graduates who pursued a gap year and applications after graduation that are still in progress, most notably to Korean universities.

Chandragupta Marg Chanakyapuri,New Delhi 110021 India +91 11 26888854 www.aes.ac.in

Arts Music

The AES Music Program was robust in every division, with several concerts engaging entire elementary school grades, and others engaging students from two divisions, such as the cross-divisional strings performances. Overall, the program engaged nearly all of the elementary school students, more than 100 middle school students, and many specialized high school musicians including 20 in the Music National Honor Society. Music groups from all divisions made us proud in a variety of public performances from International Day to assemblies, from Fall Fiesta to our middle school’s Crossing the Bridge ceremony.

The year was full of performances—starting from the short Atrium performance all the way to the nal strings concert and graduation. Since then, I have met and established so many bonds with people I would have never had the chance to talk with thanks to music.

I liked it because some of us in Beginning Strings got to play with all the higher levels in Iditarod.

I loved it when we would do Fort Frenzy inside the class because it would give us a little challenge.

I like feeling successful without having to use any spoken language

A year of lots of practicing. Coming from a school where the Strings classes were not so frequent or advanced. had to learn a lot in a short time in AES strings but am happy I did because I enjoy playing the violin and that is because practice and have a history with it.

Jinu, G9

Mathis, G6

Cheongwoon, G6

“ “

Vivaan, G6

Arts

Visual Arts Elementary School

In the 2021–2022 school year our elementary school artists began reorienting themselves to our shared studio spaces, taking responsibility for it and utilizing a wide range of mediums. A particular highlight was the reintroduction of ceramics and clay units across all year levels. Students thoroughly enjoyed the magic of creating all sorts of forms and manipulating the clay’s textures. This was followed with delight, as students witnessed their creations glazed and transformed through the ring in the kilns. It was also a year in which we were able to bring back greater student independence through many studio days, where learners made their own choices of art centers— whether it was drawing, printmaking, painting, textiles or combinations.

At the end of the year the senior students each completed their own piece of work to exhibit. It demonstrated their own journey through the artistic process– idea generation, research, experimentation, producing and re ning.

The space and time for thinking, creating and building skills resulted in breathtaking displays.

Arts

Visual Arts

Middle School

It’s di cult to say who was more excited to be back in the art rooms with ALL the fun stu —the teachers or the students!! The energy was tangible. Every art teacher started the year with all the messy materials just in case….but luckily, we stayed the entire year face-to-face. Apart from enjoying hands-on creating, we learned how to be with each other in safe, shared spaces again. Students discovered the power of visual communication through six MS art classes: Art Exploratory, Art Design, Mixed Media, Ceramics, Studio Art, and Photography.

Arts

Visual Arts

High School

One of the best ways to learn in an art studio is through direct observation in a shared space. It was wonderful to be in each other’s “real life” company again creating works of art. Renewing familiar studio routines of using a variety of media, discussing artworks, and displaying nished pieces was all part of the mix. Campus sketchers learned more about the history of our school through on-site drawings, photography students documented walks through a nearby neighborhood, and advanced students attended the renowned India Art Fair. Course o erings in Media Design, Sculpture, Photography, and Arts Studio provided rich opportunities to grow as artists and community members.

Arts Theater

MS Theater

This year, Middle School held their rst production since the start of the pandemic. The play Just Another Day In Tumbleweed was written by Ms. Luebbe and was designed speci cally with middle school students in mind.

Undeniably, a highlight of the middle school year, the MS production allowed children the opportunity to learn new skills, make new friends and challenge themselves in a new environment. The joy on the faces of students, teachers, and family members was a t estament to the hard work the cast and crew put in.

Students in Middle School also actively participated in multiple performances throughout the year. These included International Day, Friday Night Lights, middle school assemblies, and PSA meetings. Students worked throughout the year to make music more visible in the community.

Arts Theater

HS Theater

The High School’s Theater Program showed its splendor through two mainstage theater shows, each with a cast/crew of 25–30 students and impressive e orts of the Thespians Honor Society with 14—20 students. The mainstage theater production for the Fall was Juno Steele and The Case of The Murderous Mask by Sophie Takagi Kaner and Justin Vibert, Adapted to the stage by HS students Ananya Nadguada and Caroline Laubacher. The HS mainstage theater production for the Spring was The Importance of Being Earnest by Oscar Wilde, directed by HS students Billie Pine and Esther Rubin.

A full recording of the show is available on the AES YouTube channel: HS Play — 04/30/2022.

The Thespians Honor Society created a Haunted House for Fall Fiesta which was visited by 500 guests, and an on-line Film Festival that featured 10 short lms by students.

High School Theater is also centered around curriculum, including the two-year IB Theater course, Moviemaking, Introduction to Theater, and Advanced Theater.

Coming into AES, especially online, didn’t have much of a landing point. Like a lot of kids here, I’d moved around a lot before, and had plenty of experience starting from scratch. Although everyone was really friendly, it was easy to feel like I didn’t have roots. Having Theater really helped me in that way: I had a craft to hone, skills to learn, new information to take in, and a group of creative, talented, outgoing people to support me while I did so. I’m incredibly grateful that when was missing home, or just struggling with that same new circumstances that everyone adapted to, I had a new creative activity to focus that tension and energy on. Like a lot of people, I grappled with apathy throughout the pandemic, and Theater showed me that still have the capacity to care for and work toward things that give value to me and my community.

Billie Pine, Class of 2021. Lead actor in Juno Steel and a Student Director of The Importance of Being Earnest.

Activities and Athletics

The 2021–2022 AES School Year was once again lled with opportunities, challenges, and adjustments as we continued to ride the wave of the COVID-19 pandemic. Despite the uncertainty and changes, the Activities and Athletics Department continued to support the American Embassy School mission of providing a balanced education de ned by a joyful pursuit of excellence in academics, athletics, arts, and service. Through careful planning, adjusting and modifying, we were able to run most of our AES co-curricular programs on-campus throughout the school year.

Meeting our Goals in the 2021–22 school year Staying within our safety and risk management guidelines for COVID prevention, the AES Activities Department worked throughout the school year to complete the following:

Initial hopes and goals for Co-Curricular programs in the 202–22 school year

As we started this school year back in August 2021, we had hoped that conditions would allow us to meet the following broad program goals for the 2021–22 school year

1. Run seasonal or full year co-curricular programs throughout the school year

2. Provide co-curricular programs that meet broad youth development goals

3. As much as possible, run these programs in-person

4. When not possible, provide quality virtual alternatives

5. Abide by AES COVID-19 safety protocols to minimize risk.

Elementary School—i-POP

• Four sessions/quarters of Elementary i-POP activities in the 2021–22 school year

• 338 di erent i-POP activities / Average of 84.5 activities per session

• Average of 307 elementary school students registering for one or more i-POP activities each session

Middle School—ASA (After School Activities) and ASIAC

• Four sessions/quarters of ASAs and ASIAC Activities in the 2021–22 school year

• 125 di erent ASA/ASIAC activities / Average of 31+ activities per session

• Average of 144 MS students registering for one or more ASA or ASIAC each session

High School—Clubs and MESAC

• Three full seasons of MESAC Activities—18 di erent programs

• High School Clubs—54 clubs in academics, service, athletics, arts

• Over 90% of all high school students were involved in one or more co-curricular activities during the school year

Technology

We believe the balanced, authentic, and intentional integration of technology empowers students and faculty and is a driver of AES innovation. It provides opportunities for voice, choice, collaboration, critical thinking, and content creation across grade levels and content areas.

We also believe that a maker and a researcher mindset empowers learners to explore, create, discover, and de ne their learning journeys.

We believe that engaged makers and researchers are:

• Evaluative

• Curious

• Equipped with a growth mindset

• Re ective

• Responsible

• Empathetic

• Agents for change

We make this happen at AES through a 1:1 device program: iPad’s for ES; MacBook for MS and HS, a big IT technical and teaching sta including coordinators and teaching assistants in every division, and several dedicated spaces on campus. Overall, last year, through our academic classes including Makerspace, Design Lab, Robotics, and IB Computer Science, we reached 458 Elementary School students, 208 Middle School students, and 115 High School students. We reached many more through our extra-curricular o erings I-Pop in ES, ASA in MS and Clubs in HS. Activities included everything from Macrame to Coding, from 3D Paper Models to 3D Design and Print, from using sewing machines to using laser printers, from Lego Stop Motion to Games Development.

Good schools, such as AES, value the concept of being a learning organization where everyone is always learning and engaging in their work with exible mindsets. Professional learning, otherwise known as professional development, is central to the mission of AES. It is the key to continuous improvement for teachers and for improved success for our students. AES has supported professional learning as a tool for attracting and retaining great teachers. We are committed to teachers who are lifelong learners, who focus their extra energy on adding to their toolkits and their capacities in order to create the most e ective teaching and learning environments for all of their students. We support our teachers through training that targets deeper learning in their content areas, e ective teaching strategies, and methods for enhancing student well-being.

More speci cally, AES supports professional learning in a number of ways: Teachers have access to personal professional development funds each year to support them in attending targeted conferences, graduate programs, or workshops, both virtually and in person. The Teaching and Learning team also often supports bringing consultants or research-based trainings to campus, both virtually and in person for needs that have been identi ed within our programs. Then, NESA, Near East South Asia Council of Overseas Schools, often partnering with other schools to learn more about successful teaching and learning strategies—all based on professional learning standards—sponsors professional development events. These are usually conferences and workshops for school leaders and teachers to attend with other educators from around the region—always a great opportunity for learning and establishing connections for future collaboration.

All of our in-house professional training is focused on student achievement and well-being. Twice a year, we have two back-to-back professional learning days when teachers are engaged in professional learning that supports school wide initiatives, our accreditation goals, and areas that are important to student and teacher achievement and well-being. In addition, at times, we have Teachers Teaching Teachers sessions to encourage teachers to learn skills and new teaching approaches from their peers.

Service Learning

Service Learning

“Enter to Learn. Leave to Serve.” More than just our motto at AES, this speaks to the foundation behind our purpose for learning. Built upon a rich history of serving the needs of the community, our service learning program seeks to nurture reciprocal relationships; empowering AES students and stakeholders to act as agents of change. By embedding service within the fabric of our curriculum at all divisions through the ‘Empathy to Impact’ Service Learning Cycle, service resides at the very core of who we are as a community of compassionate global citizens. Through the integration of service into curricular and co-curricular programs, the AES community is truly strengthened through service. And indeed, our extended community is also bene ting. This year over 200 students, through 12 di erent service programs, engaged in more than 4000 service hours.

#STRENGTHENED THROUGH SERVICE

Our Community

Countries 2021-22

Our Community

AES embraces the diversity of our students. We welcome diverse cultural backgrounds and the school encourages dialogue while building respect and dignity for diverse opinions and ideas. Our mission for a joyful pursuit of excellence with an emphasis on a strong commitment to a culture of belonging results in a deep level of authentic learning that celebrates each and every one.

New students 2021–2022 school year

329 students

Enrollment by divisions 2021–2022 school year

Elementary School 450 students

Middle School 218 students

High School 291 students

Schoolwide 959 students

Faculty and Sta

We have 368 on AES payroll.

We have another 330 sta on contractual (third party) payroll. That includes guards, bus sta , cleaners, gardeners, food services and others. Our teachers come from all over. From the US, UK, Australia, and Latin America; from the Middle East, China, Russia, and Japan. A connection via a zoom call with the Principal and Director, and they are ready to start a brave new adventure into a strange and exciting new land. I enjoy being part of their journey. Fantasy and fairyland are close to my heart and if anyone dares to dream, I enjoy partaking with them or just getting a glimpse into that vision or dream. AES brings the whole world together in our beautiful school. This is an amazing part of my job, and I love it.

PSA

PSA

PSA mission —the principle purpose of the PSA is to promote an atmosphere of goodwill, cooperation and community both amongst all parents and with the AES administration, faculty and sta in strong support of the AES mission which celebrates diversity and nurtures inclusion.

PSA mission —the principle purpose of the PSA is to promote an atmosphere of goodwill, cooperation and community both amongst all parents and with the AES administration, faculty and sta in strong support of the AES mission which celebrates diversity and nurtures inclusion.

Foreward from the PSA Chair

The PSA’s intention during the 2021–2022 school year was to create a more diverse, inclusive, and creative community and to bring us back together after being online the previous year.

Our e orts included:

PSA Parent Clubs

We created ve new parent activity clubs:

1. AES Cooks—A cooking Club, met on campus

2. Melas & Antiques Club

3. Monuments & Museums Club

4. Tiger Playdate Club

5. Tiger Fit Club, met both on and o campus

PSA Meetings

PSA Meetings

We reformatted our meetings to be more purposeful and informational—we brought in guest speakers and collaborated with the AES Music department with students opening our meetings with performances.

We reformatted our meetings to be more purposeful and informational - we brought in guest speakers and collaborated with the aes Music department with students opening our meetings with a performance.

PSA Elections

PSA Elections

We moved elections to February for a longer, more collaborative transition period for our new o cers.

We moved elections to February for a longer. more collaborative transition period for our new o cers.

Welcome Committee

Welcome Committee

The PSA Welcome team worked closely with Ylva Kovacs, Director of Admissions and the Admissions

The PSA Welcome team worked closely with Ylva Kovacs, Director of Admissions and the Admissions

O ce, to support families new to AES. Our Link Family Program grew to include 39 host volunteers.

O ce, to support families new to AES. Our Link Family Program grew to include 39 host volunteers.

Spirit Committee

With Tiger’s Den closed to parents, the Spirit team adapted, with an online sales catalog.

Spirit Committee

Events Committee

With Tiger’s Den closed to parents, the Spirit team adapted, with an online sales catalog.

Events Committee

A hallmark of the PSA is the large fun community building activities. We hosted Diwali events, the International Food Fair (IFF), a Faculty & Sta Appreciation events.

Student Flu Clinic

A hallmark of the PSA is the large fun community building activities. We hosted Diwali events, the International Food Fair (IFF), a Faculty & Sta Appreciation event.

The PSA brought back the annual student u clinic in September in partnership with the Health O ce.

Student Flu Clinic

PSA Communications

We made parent communications more purposeful; focused on newsletters, Facebook, WhatsApp groups.

The PSA brought back the annual student u clinic in September in partnership with the Health O ce.

PSA Communications

Community Service Corner— “Enter to Learn. Leave to Serve” is the motto of AES. We partnered with AES student service club HOPE for the year.

We made parent communications more purposeful; focused on newsletters, Facebook, WhatsApp groups.

PSA Student Enrichment Fund

The PSA student enrichment fund (SEF) aims to complement and enrich community experiences at AES in support of the AES mission.

Community Service Corner— “Enter to Learn. Leave to Serve.” is the motto of AES. We partnered with AES student service club HOPE for the year.

PSA Student Enrichment Fund

Meg Bartmess

The PSA student enrichment fund (SEF) aims to complement and enrich community experiences at AES in support of the AES mission.

PSA Executive Chair-June 2022. Lorem ipsum

Meg

Bartmess

PSA Executive Chair-June 2022.

Alumni

We always had a very dynamic AES Alumni Association that was run by volunteers. As we grew bigger, we realized that we needed a connected database that was handled by AES to ensure we were able to stay in touch with everyone (especially the younger generation). Therefore, in April 2021, we launched and implemented an online community for our alumni network and wider community using a connected database called Toucantech. Over the course of the year, we saw great usage. We will continue to build the database and functionality of the Network.

Anyone who has attended AES for any length of time as a student, parent, or faculty member is considered

• Alumni website launched in April 2021 (https://alumni.aes.ac.in).

• By August 2021, 241 registrations including alumni from the 1950’s to 2021.

• By August 2022, the Alumni Network grew to 501 alumni registered including class of 2022.

• Ongoing individual meetings and visits with alumni to grow the Alumni Network.

• Alumni online event in fall of 2021.

• Alumni online event in spring of 2022.

• Alumni gatherings across the globe—AES hosted alumni dinners in South Korea, Los Angeles, Chicago, and Singapore the summer of 2022.

• Alumni Induction April 6, 2022—the induction ceremony began with Indian dhols and garlands to celebrate their journeys! The students wrote letters to their future selves which we will keep for them until 2032. They were also given alumni cards and personalized gifts.

Once a Tiger always a Tiger!

Summer Extensions Program

Turning Point

In June 2022, AES opened Turning Point Summer Camp, a summer experience for AES students and children in the greater Delhi area. The program was revamped from previous years with the goal of creating a transformational experience through engaging activities to develop the minds, bodies, and souls of campers. Additionally, many students participated in Elevated Experiences in areas such as sustainability, coding, marital arts, and in the Academic Language Institute (ALI).

Turning Point Summer 2022 by the Numbers:

• 3 weeks or 15 days of camp

• 986 campers

• 108 Instructors and Sta

• 1,310 negative COVID-19 tests

• 43 language learners in ALI

• 90+ hours of instruction

• 660 total classes taught

• 36 di erent activities that enriched the mind, developed the body, and nurtured the soul

• Countless laughs and new friendships formed

2021–2022 Tuition and Fees (USD)

A Joyful Pursuit of EXCELLENCE