Annual Report 2024-2026
Future ready, today.
Annual Report 2024-2026
Table of Contents Leadership & Vision
3
Letter from the Director Letter from the Chair of the Board of Trustees
Who We Are
5
About AISB AISB Board of Trustees & Leadership 2025/2026 AISB at a Glance: Enrolment & Nationalities AISB Teaching Staff: A Profile of Excellence Academic Success: Data & Results Journey Beyond AISB: University Offers & Acceptances A Community That Recommends AISB
Future-Ready, Today
14
Campus Development Global Impact Diploma & Entrepreneurship
Holistic Learning & Student Experience
19
What Does a Holistic Learner Look Like at AISB? High Quality Learning and Strong Foundations Literacy at AISB Learning Support at AISB Service Learning Theatre & Music
Community & Connection
33
Community Engagement: PSA Alumni Community
Financial Overview
37
Financial Report
The AISB Fund in Action
38
The Power of Community: Giving at AISB Elementary STEAM & Innovation Middle & High School STEAM & Innovation Blazers Academy
With Gratitude
45
Donor Recognition
Looking Ahead Looking Ahead, Together
2
47
American International School of Budapest
Letter From Director
Dear AISB Community, I am delighted to present our annual report for 2024-2026
Innovation initiatives that empower students to shape their
showcasing the remarkable achievements and progress made
campus experience. Our leadership giving has started strongly,
by AISB over the past two academic years. As we reflect on our
with families from across our community, including alumni
journey, I am filled with pride and gratitude for the dedication
families, giving back to AISB in ways that will make a significant
and support of our entire school community.
difference for current and future generations. Throughout all of this, what has stood out to me is the deep appreciation our
Our second year of fundraising at AISB has been a testament to
community holds for AISB. When I meet with families, they go
the commitment of our students, staff, families, and supporters.
to great lengths to share what makes this such a special place.
Together, we have established a culture of giving at AISB. We see it in the thoughtful contributions of our students, who
Each story in this publication reflects our shared values and our
consider the needs of our school and the broader community,
collective commitment to the future success of our students. I
and give their time, ideas, and energy to make a meaningful
am deeply grateful to everyone who has contributed this year.
difference.
Your generosity, support, and passion for education have made a real and lasting difference, for our students and also for the
Our staff and faculty have given generously to support students
wider community we serve.
and teachers displaced by the conflict in Ukraine, providing a sustainable platform so these students can continue to follow
As we look ahead, I am excited about the opportunities that lie
their country’s curriculum while living in Hungary. Our staff
before us. With your continued support and collaboration, I am
and faculty also gave in record numbers to a fund supporting
confident that we will continue to inspire, educate, and empower
students on scholarship, ensuring they have access to the
the next generation of leaders and changemakers.
same experiences as their peers. Our parents have contributed generously to our annual giving campaign, allowing us to fast-
Thank you for being part of our journey and for believing in the
track projects with a direct and meaningful impact on student
transformative power of education. Together, we can achieve
learning, These include equipment in our design and maker
even greater things and make a lasting difference in the lives of
spaces, the Blazers Academy, wasour first step into offering
our students and beyond.
high-level, year-round sports coaching, as well as Student-Led Warm regards,
Brett Penny
AISB Director
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Annual Report 2024-2026
A Year of Purpose, Progress, and Community I am honored to introduce AISB’s first Annual Report.
Throughout this report, you
More than 50 years since our founding, the school is
will see this commitment
stronger than ever thanks to the caliber and commitment
reflected in strong academic
of the leadership, faculty, and staff, together with the
outcomes, innovative teaching
dedication of our families. As we move into the next
and learning, meaningful service-learning experiences,
50 years, we have the opportunity to reflect upon our
and the dedication of our faculty - each contributing to
successes and to consider the needs of learners of
a vibrant and inclusive school community.
tomorrow. What will education look like in 20 years? What foundations should we put in place today to support not
AISB continues to move forward with its Campus Road
only our children’s futures, but also the education and
Map, created through collaboration with the education
aspirations of the children that follow? I am proud to be
design firm Fielding International. This Road Map
part of a school that grapples with these questions and
includes a combination of new buildings, renovation, and
strives to move forward through innovation.
refurbishment. The design strives to improve learning and the student experience in the near term while also setting
At AISB, we continue to see the growth of a culture
the stage for the students of tomorrow. It has been a
of giving. Over the past decade, an increasing number
great privilege to work with Fielding and to witness their
of independent international schools have begun
commitment to collaboration with diverse stakeholders
fundraising. This is in line with the long history of
and their vision for innovation. By linking our culture of
philanthropic fundraising pursued by independent
giving to the Campus Road Map, we have the opportunity
schools in the United States. I have attended five
to supplement and improve upon existing plans and to
independent American educational institutions, and I
build the best possible school to meet present and
make an annual donation to each. These gifts have no
future needs.
direct benefit for my family or me; I give in recognition of what I received from the school or university and
Each morning, I say goodbye to my children knowing that
in appreciation of those who enriched my experience
they are entering a space where they are both challenged
through earlier donations. This culture of giving allows
and nurtured. I know that the growth I have witnessed in
these institutions to enhance and expand the offerings,
my children over their seven years at AISB can be largely
facilities, and experiences for students.
credited to the faculty and staff who give their time, their energy, their enthusiasm, and their guidance. Through
As you read through this Annual Report, you will see how
establishing a culture of giving, we are putting in place a
these ideas come to life across our community. The past
way for families and alumni to give back to AISB and to
two academic years were marked not only by continued
pass these gifts forward.
progress but also by purposeful innovation and a strong sense of community. A key achievement has been
I feel incredibly privileged to be a part of such a
the continued growth of the Global Impact Diploma,
community. I hope you will join me in giving back to
further positioning AISB at the forefront of innovation
support the children of both today and tomorrow.
in international education. Equally significant was the success of our second Giving Week, which once again united our community in support of the AISB Fund and the Scholarship Enrichment Fund, through which faculty and staff give to support scholarship students. Together, these efforts reflect a shared commitment to expanding opportunities for all learners. 4
Sincerely yours,
Elizabeth Stites
Elizabeth Stites
Chair of the AISB Board of Trustees
American International School of Budapest
School Overview AISB is a private and independent coeducational day school governed by a Board of Trustees elected and appointed from our parent community. The school was established in 1973 by the United States Embassy, initially to serve children of U.S. Government employees. AISB currently serves the needs of a rapidly expanding international population, including families of the local and expatriate business and diplomatic communities, as well as host-country nationals. AISB offers an international curriculum from Early Childhood 3 through Grade 12, informed by best teaching practices. At the High School level, we offer three options for students to achieve their diploma: the American High School (AISB) Diploma, the Innovation Diploma, and the International Baccalaureate (IB) Diploma. Our student body is currently comprised of over 940 students representing 60 nationalities. We are committed to preserving this international character to foster a positive learning environment as well as develop lifelong learners and globally responsible citizens of tomorrow.
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Annual Report 2024-2026
AISB Board of Trustees 2025/2026
Dr.Elizabeth Stites
Dr. Cathy Bo Wu
Lotti Letanoczky
Chris Dobson
Board Chair
Board Member
Board Member
Board Member
Andres Valdes
Nik Kós
István Maklári
Michael Carlson
US Embassy Representative
Board Member
Vice-Chair, Treasurer
Ad Hoc Building Committee
6
Rick Darling
Dani Illing
Eva Kozák
Strategic Planning Committee Chair
Board Safeguarding Designate
Board Member
American International School of Budapest
Enrollment & Nationalities: Our AISB community proudly reflects families and individuals from over 65 countries and regions worldwide, embodying the international-mindedness, diversity, and shared purpose at the heart of our school.
ENROLLMENT:
Campus Statistics:
904
STUDENTS
Faculty, Staff & Alumni
Building Sqm:
Faculty:
30,770
176
Outdoor Sqm:
Alumni:
162,600
2500
Staff:
94 7
Annual Report 2024-2026
AISB Teaching Staff: A Profile of Excellence Our faculty is the heart of the AISB experience. We are proud to employ a diverse, highly experienced, and deeply committed team of educators from around the globe.
Academic Qualifications 70% of Teachers hold a Master’s Degree or higher (including 4% with a PhD). 32% of Assistant Teachers have earned a Master’s Degree.
Experience & Commitment Average Length of Stay: Our teachers stay at AISB for an average of 8 years, while our assistant teachers stay for an average of 10 years. A Culture of Growth: We invest approximately $500,000 USD annually in professional development to ensure our staff remains at the forefront of educational innovation.
Personalized Attention: We maintain a schoolwide Teacher to Student ratio of 1:8, ensuring every child receives the support they need to thrive.
Global Diversity Our staff brings a wealth of international perspectives to the classroom, representing a vast array of backgrounds. Teacher Nationalities: Our faculty represents 18 different nationalities and comes from 23 different countries of origin. Assistant Teacher Diversity: Our assistant teachers represent 13 different citizenships and 13 countries of origin.
Teacher Countries of Origin
41%
10%
10%
9%
USA
UK
Hungary
Canada
7%
3%
3%
17%
Australia
France
Spain
Other (16+ Countries)
*The other countries of origin include South Africa, Germany, Romania, Venezuela, Zimbabwe, Belgium, the Philippines, Ireland, Japan, China, Colombia, Peru, Portugal, Sweden, Turkey, and New Zealand. 8
American International School of Budapest
Class of 2026: Academic Achievement & Pathways The Class of 2026 reflects the strength and breadth of learning at AISB. Our students achieved strong results across the IB Diploma Program while pursuing a wide range of interests and future pathways.
IB Diploma Results
67
50
35
IB candidates
Diplomas awarded
Average diploma points
45
5.51
Highest diploma score
Average grade for students who earned the diploma
Students performed strongly across all IB subject
grades, with an overall difference of just -0.03, reflect-
groups, with average grades ranging from 5.0 to 5.7.
ing both student achievement and the accuracy of
Actual results were also closely aligned with predicted
AISB’s academic guidance. 9
Annual Report 2024-2026
Where Learning Leads
8% VERSATILE/ UNDECLARED PATHWAYS 10% ARTS & DESIGN 31% SOCIAL SCIENCES
15% HEALTH
19% BUSINESS & FINANCE
18% STEM
Note: Pathway percentages may not total 100% due to rounding.
From engineering and medicine to business, interna-
These results are about more than numbers. They
tional relations, the arts and design, our graduates
represent students who are leaving AISB ready to
are following pathways
take their next steps with
that reflect their individual
“I’m proud to say that no mat-
a strong academic founda-
strengths, interests, and
ter where our diverse commu-
tion, a sense of purpose,
ambitions.
nity will end up in the world, we will always exist under the same sky, bound together by our stories and memories forged within these walls.”
Petra Class of 2026
10
and the confidence to pursue what comes next.
American International School of Budapest
As of September 7, 2026
AISB Class of 2026 – University Offers & Acceptances Bold indicates student matriculation. * indicates more than one student attending.
United States Alfred University
Old Dominion University
University of Central Florida
American University
Pepperdine University
University of Florida
Bard College
Purdue University
University of Hawaii at Manoa
Boston College
Rose-Hulman Institute of Technology
University of Illinois Urbana–Champaign
Boston University
San Diego State University
University of Louisville
Brown University
San Jose State University
University of Miami
Embry-Riddle Aeronautical University
Savannah College of Art and Design
University of Michigan – Ann Arbor
Florida Atlantic University
Stanford University
University of Minnesota – Twin Cities
Florida International University
The Pennsylvania State University
University of Mississippi
Florida State University
The University of Tennessee – Chattanooga
University of New Hampshire
Fordham University
University of California – Berkeley
University of North Carolina at Chapel Hill
George Mason University
University of California – Davis
University of Virginia
Georgia Institute of Technology
University of California – Irvine
University of Washington – Seattle
Juniata College
University of California – Merced
Virginia Polytechnic Institute and State University
Louisiana State University
University of California – Riverside
Washington State University
New York University
University of California – San Diego
Yale University
Nova Southeastern University
University of California – Santa Barbara*
Ohio State University – Main Campus
University of California – Santa Cruz
Canada Brock University
McMaster University
Vancouver Island University
Capilano University
Queen’s University
Western University
Huron University College at Western
University of the Fraser Valley
York University
McGill University
University of Toronto
11
United Kingdom Bath Spa University
Newcastle University*
University of Exeter
Birkbeck, University of London
UCL (University College London)*
University of Glasgow
Bristol, University of the West of England
The Engineering & Design Institute London
University of Hertfordshire
Cardiff University
The University of Edinburgh
University of Leeds
Durham University
University of Bath
University of Manchester
Falmouth University
University of Birmingham
University of St Andrews
Goldsmiths, University of London
University of Bradford
University of Sussex
Imperial College London
University of Bristol
University of the Arts London
King’s College London, University of London
University of Essex
University of Warwick
EUROPE (EXCLUDING UK)
Finland Aalto University
France AMOS Sport Management School
IE University – Madrid Campus* Les Roches Spain Universidad Europea de Madrid University of Navarra
EDHEC Business School Emlyon Business School KEDGE Business School – Bordeaux
Ireland Trinity College Dublin
Germany
University College Cork University College Dublin
Karlsruhe Institute of Technology – KIT
Hungary
Netherlands
Spain
Italy Istituto Marangoni
Budapest Business School
LUISS Guido Carli
Corvinus University*
The American University of Rome
Eindhoven University of Technology* Erasmus University College Erasmus University Rotterdam HAN University of Applied Sciences Hanze University of Applied Sciences Hotel School, The Hague HU University of Applied Sciences Utrecht Maastricht University Saxion University of Applied Sciences The Hague University of Applied Sciences The Hotel School Maastricht Technical University of Delft University College Utrecht University of Groningen Utrecht University
Switzerland
Eötvös Loránd University Semmelweis University*
Austria
University of Debrecen
Modul University Vienna
International Business School
Franklin University Switzerland Glion Institute of Higher Education* SHL Schweizerische Hotelfachschule Luzern Webster University, Geneva
Belgium Brussels School of Governance
Czech Republic
Greece
University of New York in Prague
Webster University Athens
Sweden Karolinska Institutet
Norway BI Norwegian Business School
Stockholm School of Economics AUSTRALIA & ASIA-PACIFIC
Australia
Hong Kong S.A.R., China
Japan
Royal Melbourne Institute of Technology
The Chinese University of Hong Kong
The University of Sydney
The Hong Kong Polytechnic University
University of Melbourne
The Hong Kong University of Science and Technology The University of Hong Kong
Temple University, Japan Campus
American International School of Budapest
A Community That Recommends AISB As part of our ongoing commitment to listening to
Responses reflected strong confidence in AISB,
our community, over 160 parents participated in this
with the majority of parents rating their likelihood of
year’s survey.
recommending the school between 8 and 10, and the highest number selecting 10, ”highly likely.”
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Annual Report 2024-2026
Campus Development: Designing for the Future The 2025/2026 school year marked an important
Designed as a state-of-the-art STEAM environment,
step forward in AISB’s Campus Development
the Innovation Center will create new opportunities
Master Plan. Following thoughtful consideration
for students to explore, design, experiment, and
by the design team and school stakeholders, the
collaborate through hands on, project-based
decision was made to shift focus from the original
learning. Flexible learning landscapes, advanced
Pavilion concept to prioritizing the development of
spaces for robotics, design technology, science,
our new Innovation Center, a significant investment
and adaptable open areas will allow learning to
in the future of learning at AISB.
move beyond the boundaries of the traditional classroom.
14
American International School of Budapest
Future-Ready Spaces for Future-Ready Learning
At the heart of the design is AISB’s Future-Ready,
light, and outdoor learning terraces will strengthen
Today vision. The Innovation Center will bring
the connection between learning and the natural
together digital learning, creative thinking, and
environment.
hands-on fabrication in an environment designed to evolve with our students’ needs. Rather than
Looking ahead, the Innovation Center represents
defining how a space must be used, flexible layouts
an exciting next chapter for AISB. These spaces
will allow students and educators to shape spaces around the learning taking place. Campus development at AISB is also about much more than buildings. The design places developing collaboration opportunities,
will give students greater
“The goal is not simply to build for the future, but to create an
freedom to imagine, create, problem solve, and turn ideas into action. They will
environment where students
also provide a meaningful
have the tools, opportunities,
environment for learning
and confidence to help shape it.” Fabio Frescia AISB Client Side Project Manager
creativity, connection, and wellbeing at its center. Open commons
pathways such as the Global Impact Diploma, where students are encouraged to engage with complex global challenges
and develop solutions with real-world relevance.
and breakout areas will create opportunities for students and educators to exchange ideas and work
Through continued investment in our campus, AISB
together across disciplines, while expansive glass
is creating spaces that will serve students today
facades, views of the surrounding forest, natural
while remaining flexible for generations to come.
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Annual Report 2024-2026
Global Impact Diploma (GID) Education Designed for a World of Impact
four schools globally currently offering the full diploma, AISB stands at the forefront of futurefocused education.
The 2025/2026 school year marked a defining milestone for AISB with the launch of the Global Impact Diploma (GID), a bold and innovative pathway designed to prepare students for university and also for meaningful contribution in a rapidly evolving world.
In partnership with the International Baccalaureate, AISB is also the first school in the world to offer the IB–GID Dual Diploma. This distinctive threeyear pathway allows students to earn both the IB Diploma and the Global Impact Diploma, combining academic rigor with authentic, competency-based
Developed in collaboration with more than 100 international schools worldwide, the GID reflects AISB’s belief that academic excellence must be paired with purpose, agency, and real-world application. As a founding school and one of only
learning. The GID is offered alongside the AISB High School Diploma and IB Diploma, expanding opportunities while deepening impact.
A Framework Built for Purpose The Global Impact Diploma is grounded in three interconnected pillars that define future-ready learning:
Agency
Meaningful Learning
Wellbeing
Students take ownership of
Students engage in authentic,
Recognizing that future readiness
their learning — setting goals,
real-world challenges that
requires resilience, the program
pursuing passions, and designing
connect academic knowledge
prioritizes human flourishing,
personalized pathways that
to global issues. Learning moves
fostering an inclusive environment
reflect who they are and how they
beyond theory into purposeful
where students learn to navigate
want to contribute.
action.
complexity and change with confidence.
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American International School of Budapest
Competencies in Action The GID integrates seamlessly with a student’s
Entrepreneurship for Impact and the Imperfect Art
existing curriculum while focusing on mastery of
of Living
these six core competencies: Specialization for Impact Courses: AP, IBDP, and Drive, Impact Design, Collaborative Impact,
GOA courses that deepen learning in a student’s
Empathetic Impact, Reflection, and Communication.
specific pathway, such as business, sustainability, law, creative arts, health sciences, etc.
Students complete a structured sequence of experiences themed according to their impact:
Each learner’s journey culminates in two signature components:
Foundations of Leadership for Impact Course: students learn to identify real world problems,
Impact Portfolio
understand the people affected, explore ways to
A curated body of work documenting growth,
make a difference, and measure the impact of their
competencies, and purpose — offering
work.
universities a richer and more dynamic representation than a transcript alone.
Agency for Impact Courses: featuring both an Internship for Impact and a student-designed
Impact Exhibition
Impact Project
A public presentation of learning before an authentic audience, demonstrating
Collaboration for Impact Courses: team-based,
communication, collaboration, and design thinking
interdisciplinary learning experiences like GID
under external moderation.
“The GID gave
“The phrase “modern ed-
me the freedom
ucation” is a paradox; it’s
to develop exact-
not modern, it’s 150 years
ly the areas that I
old. The GID is a firm step
thrive in, as well as
towards rewriting educa-
encouraged me to
tion so it’s relevant to the
be the main driver
modern age, and it has
of my own choices
been the best education
and projects”
I’ve taken part in”
Dana (‘25) Trinity College Dublin, Ireland
youtube aisb_budapest
Ferenc (‘25) IMC University of Applied Science Krems, Austria
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Annual Report 2024-2026
A Competitive Edge for University and Beyond The Global Impact Diploma provides students
These outcomes affirm AISB’s forward-thinking
with a distinctive credential that complements
approach and our students’ readiness to succeed
the globally recognized AISB High School
across diverse academic pathways and global
Diploma. Universities increasingly value authentic
regions.
assessment, leadership experience, and demonstrated competencies, all central to the GID
The launch of the Global Impact Diploma is more
model.
than the introduction of a new academic program. The GID boldly:
Building on the proven success of AISB’s Innovation Diploma, students pursuing new
Represents AISB’s commitment to leading
pathways have received offers and acceptances
innovation in international education.
from institutions including:
Reflects our belief that education must do more than prepare students for exams.
Tulane University
Cultivates agency.
University of California, Davis
Inspires purpose
Trinity College Dublin
Equips learners to lead, adapt, and create
University of Birmingham
meaningful impact
University of the Arts London We are future ready, today. 18
American International School of Budapest
What Does a Holistic Learner Look Like at AISB? At AISB, learning is understood through a holistic
By drawing on multiple sources of data, AISB
and data-informed approach, one that brings
builds a complete picture of each learner. This
together academic achievement, cognitive
allows educators to ensure that every student
understanding, and student wellbeing.
is appropriately supported and challenged in all aspects of their learning.
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Annual Report 2024-2026
Understanding the Holistic Learner
AISB brings together these three perspectives to understand each learner. This holistic approach ensures that teaching is responsive, personalized, and grounded in a deep understanding of student growth.
Data-Informed Learning AISB uses internationally recognized tools to
Acadience — supports foundational literacy
support and monitor student growth:
development PASS — measures wellbeing and student attitudes
MAP — tracks progress in reading and mathematics
LAC Dashboard — brings data together to support
CAT4 — provides insight into reasoning and learning
informed decision making in the classroom.
potential 20
American International School of Budapest
A Journey of Growth At AISB, the development of the holistic learner is intentional and continuous, evolving from Early Childhood through High School.
In Early Childhood and
In Middle School, students
In High School, students apply
Elementary School, the focus is
deepen their understanding,
their learning in more complex
on building strong foundations—
strengthen relationships, and
and meaningful ways, through
developing curiosity, confidence,
begin to take greater ownership
rigorous academic pathways,
and a love of learning within
of their learning, supported
interdisciplinary opportunities,
a supportive and engaging
by strong teaching teams and
and real-world experiences that
environment.
research-informed practices.
prepare them for university and beyond.
At every stage, AISB uses a combination of data, research, and strong relationships to ensure that each student is known, supported, and challenged.
Academic Pathways AISB is proud to be the first school in the world to offer the Dual Diploma, which combines the GID and the IB diplomas. These new programs are a testament to our commitment to personalized learning pathways.
IB Diploma Program (IBDP) —
Global Impact Diploma
Dual Diploma — an opportunity
a globally recognized program
(GID) — an innovative
for students to combine IB and
emphasizing critical thinking and
international program focused
GID, connecting academic depth
strong preparation for university
on interdisciplinary learning,
with applied learning
leadership, and real-world impact
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Annual Report 2024-2026
Learning Beyond the Classroom A holistic education extends beyond academics. Students at AISB engage in: Arts and performance
Athletics and wellbeing programs
Service learning and community engagement
Student-led clubs and initiatives
85% of our students participate in activities beyond the classroom.
What Sets AISB Apart At AISB, learning is shaped by a powerful combination of: Insight — understanding each learner through data
Opportunity — offering pathways that connect
Research —designing for how students learn best
learning to the real world
Together, these elements build a strong present experience whílst also prepare students for university and for life beyond it. 22
American International School of Budapest
High Quality Learning: Future Ready, Today At AISB, our vision of Future Ready, Today begins
academically, socially, and personally.
with the learning experiences we create every
Our approach is built on five interconnected
day. High Quality Learning is the foundation of
Conditions for High Quality Learning that guide
our educational approach, ensuring every student
teaching and learning across every division.
is challenged, supported, and inspired to grow
Conditions for High Quality Learning Thinking Purpose HQL is guided by clear purpose and organized coherently around meaningful concepts and goals.
Belonging HQL requires environments where learners experience psychological safety, intellectual belonging, and equitable access.
HQL consistently makes thinking visible, valued, and actively promoted.
Challenge HQL requires productive challenge, deliberate practice, and feedback that strengthens understanding over time.
Transfer HQL enables learners to apply understanding flexibly and to develop agency and autonomy as capable, self-directed learners.
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Annual Report 2024-2026
These conditions come to life through our teachers’
Led Innovation and the upcoming Árpád Era
daily practices. From thoughtfully designed
Experience, they are experiencing the same shared
learning environments and purposeful questioning
commitment to High Quality Learning.
to authentic projects and meaningful reflection, every experience is intentionally crafted to help
By intentionally connecting our aspirations,
our students develop the knowledge, skills, and
teaching practices, and student experiences, we
dispositions they need for the future.
are preparing learners not only for success in school but for a lifetime of learning, leadership, and
Whether students are exploring in our Innovation
meaningful contribution.
and STEAM spaces, strengthening teamwork through the Blazers Academy, engaging in the Global Impact Diploma, or participating in Student-
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Future ready, today.
American International School of Budapest
Strong Foundations, Future Ready, Today Strong literacy skills are the foundation for learn-
literacy instruction and translate that learning into
ing across all subjects. At AISB, we continue to
classroom practice. The addition of a dedicated Lit-
strengthen how we teach literacy, using current
eracy Lead in 2025/2026 has strengthened this work,
research to help students become confident readers,
providing consistent, year-round support for teach-
writers, thinkers, and communicators.
ers and helping build greater alignment across grade levels.
Over the past four years, AISB’s Elementary School has been carefully examining and refining its ap-
“The commitment of our faculty and staff to contin-
proach to literacy. Supported by work with respect-
ually develop their practice is what excites me most.
ed literacy consultants, including Matt Glover and
We are building consistency in our routines and in
Erin Kent Consulting, teachers have continued to
the level of literacy support we provide students.”
strengthen their understanding of evidence informed
Heather Macmichael ES Literacy Lead
Evolving with the Research Rather than introducing an entirely new literacy pro-
Reading and writing develop hand in hand. Students
gram, AISB is thoughtfully evolving the way literacy
strengthen their handwriting, spelling, sentence
is taught, striking the right balance among explicit
construction, and writing skills while learning how
instruction, guided practice, and opportunities for
words and meaning connect. By exploring the work
students to apply their learning independently.
of published authors, they also see how writers make thoughtful choices to communicate their ideas.
In reading, students build strong foundations in word recognition and fluency while developing vocabulary,
Together, these skills help students become con-
background knowledge, and comprehension. Clear
fident readers and writers who can understand,
instruction gives students the skills they need, while
question, and interpret information, and clearly share
engaging texts, meaningful discussions, and choice
their own ideas, skills they will carry with them well
encourage curiosity and a love of reading.
beyond the classroom. 25
Annual Report 2024-2026
High Expectations, High Support Central to AISB’s approach is recognizing that every
teachers have already developed greater confidence
student’s learning journey is different.
in using assessment information to guide instruction and respond to individual needs.
Teachers use universal screening, ongoing assessment, and their knowledge of individual students to
At the same time, whole-class instruction continues
identify strengths and areas for growth. This allows
to increase in rigor, reflecting an important principle
them to create flexible small groups, provide targeted
across learning at AISB: high expectations paired
instruction, and adjust teaching as students progress.
with high support.
During the first year with a dedicated Literacy Lead,
Literacy Begins with Language A child’s literacy journey begins with conversation,
Every child’s literacy journey looks different. What
storytelling, questions, play, and curiosity. Oral
matters is providing the right balance of instruction,
language provides an essential foundation for later
practice, encouragement, and support along the way.
reading and comprehension, making families important partners in literacy development.
At AISB, developing strong readers and writers is ultimately about giving students the tools to under-
Talking together, exploring interesting words, ask-
stand, communicate, think critically, ask questions,
ing questions, telling stories, and sharing rich books
and express their ideas with confidence.
all help build vocabulary, knowledge, and a love of language. Reading aloud exposes children to increas-
By building these strong foundations from the ear-
ingly complex ideas and language, while independent
liest years, AISB is helping students become inde-
reading provides opportunities to practice skills,
pendent learners prepared to navigate what comes
build fluency, and gain confidence.
next.
26
American International School of Budapest
Learning Support: Confident, resilient, independent learners Learning Support at AISB is about meeting students
Regular meetings and ongoing communication
where they are and helping them grow as confident,
provide opportunities to share observations, adjust
resilient, and independent learners.
strategies, and develop approaches that reflect the whole child. Families are an important part of this
In addition to strengthening skills in reading, writing,
process, bringing valuable knowledge and insight that
mathematics, and critical thinking, students develop
help teams better understand each student both in
strategies to better understand themselves as learn-
and beyond the classroom.
ers, persevere through challenges, and advocate for what they need to succeed.
As students grow, the support they receive grows with them. Younger students may need more direct
Across all three divisions, dedicated Learning Sup-
guidance, while older students are encouraged to
port teachers work closely with teachers, specialists,
better understand how they learn, communicate their
and families to ensure each student receives the
needs, and take greater ownership of their learning.
support they need as they need it.
Strengthening Support Across AISB This period marked continued growth and greater
difficulty. This approach asks not simply where a stu-
alignment in Learning Support across AISB. Addi-
dent may be struggling, but also what they already
tional team members strengthened Learning Support
bring to their learning and how those strengths can
Services, while regular schoolwide meetings created
serve as a foundation for continued growth.
more opportunities for collaboration, shared practice, and greater consistency across Elementary,
AISB also continued to strengthen its Multi-Tiered
Middle, and High School.
System of Support (MTSS). In Elementary School, the focus has been on building a strong continuum of
An important part of this work has been building sys-
support from high-quality classroom instruction for
tems that recognize students through their strengths
all students to targeted Tier 2 and more individualized
and assets rather than focusing primarily on areas of
Tier 3 interventions when needed. Building on this 27
Annual Report 2024-2026
work, Middle and High School teams began devel-
Together, these developments are creating stronger
oping their own MTSS structures during 2025/2026,
connections across divisions and greater continuity
helping establish a more coherent schoolwide ap-
for students as they progress through AISB.
proach to identifying needs and providing appropriate support.
Growing Independence at Every Stage Enhancing Learning Support is an important part of
er advocates for their own learning.
AISB’s holistic approach to education and its Future-Ready, Today vision. Preparing students for the
By meeting students where they are while contin-
future means helping them understand not only what
uing to challenge them to grow, AISB recognizes
they are learning, but how they learn best.
that there is no single pathway to success. Different strengths, perspectives, and ways of learning enrich
From Elementary through High School, students pro-
our classrooms and strengthen our community.
gressively build the skills and strategies they need to become more independent. They develop executive
Ultimately, optimum Learning Support is about ensur-
function skills, resilience, self-awareness, confidence,
ing students feel they belong, are capable, and have
and a growth mindset. Over time, they learn to rec-
the tools to move forward with confidence at every
ognize challenges, identify strategies that work for
stage of their AISB journey and beyond.
them, communicate their needs, and become strong-
28
American International School of Budapest
Service Learning Building Empathy, Agency, and Community Impact Service Learning at AISB gives students the chance
and shared how proud they were to work together
to take what they are learning in the classroom and
toward a common goal. Most importantly, they saw
use it to make a difference in the world around them.
firsthand that kindness, teamwork, and a willingness to help can make a real difference.
Across all divisions and through all levels of learning, students are encouraged to ask questions, under-
The 2024/2025 school year brought an important
stand others’ needs, take action, and reflect on what
step forward with the launch of the Service Learning
they have learned along the way.
Collective. Educators from all three divisions came together to share ideas and develop a common
At its core, service learning supports the develop-
understanding of what strong Service Learning can
ment of the whole child. By putting their knowledge
look like at AISB, aligned with our mission, vision, and
and skills into meaningful action, students build con-
values.
fidence, develop empathy, and begin to understand that their actions, big or small, can have a positive
In Middle and High School, faculty also conducted
impact.
an internal review of Service Learning practices to better understand current strengths and identify
A wonderful example came from a Grade 3 Unit of
opportunities for continued growth.
Study on Children’s Rights and Responsibilities. While learning about the UNICEF Rights of the Child, stu-
Together, these efforts are helping AISB build a
dents explored the idea that every child has the right
more connected and intentional approach to Service
to an education. Their learning led to conversations
Learning, one that gives students the chance to learn
about the war in Ukraine and the Ukrainian students
through action, connect with others, and understand
and families who have lost access to schooling.
the difference they can make.
Motivated to help, students planned and organized a Kindness Market that brought the wider AISB com-
Ultimately, Service Learning equips AISB graduates
munity together. Students contributed in their own
with far more than classroom knowledge, it shapes
unique ways, offering handmade goods and services
them into compassionate, action-oriented individu-
to raise funds for Ukrainian students and teachers.
als. By the time they graduate, students carry for-
They later helped shop for and deliver food and es-
ward a deep sense of agency, empathy, and civic
sential items directly to families in need.
responsibility, fully prepared to live out the school’s mission: empowering learners to build their futures
Students took the time to reflect on the experience
and contribute to a better world. 29
Annual Report 2024-2026
Finding Their Voice: Theatre and Music at AISB Theatre at AISB is about far more than what hap-
student-led Thespian Honor Society production pro-
pens on stage. Across Elementary, Middle, and
vided further opportunities for students to showcase
High School, students have opportunities to create,
their creativity and take ownership of their work.
collaborate, take risks, and discover what they are capable of, whether performing under the lights, de-
Theatre also brought students together across the
signing behind the scenes, or stepping into a leader-
AISB community. High School students supported
ship role.
Elementary and Middle School productions, students worked together for International Day, and visiting
Elementary students took to the stage in Finding
artists and alumni shared their experience. These
Nemo, Middle School students performed Wagon
connections gave students even more ways to learn
Wheels a Rollin’, and High School brought The 25th
from one another and be part of something bigger.
Annual Putnam County Spelling Bee to life. Middle School Arts Day, the High School Cabaret, and a
Learning Beyond the Stage Teamwork is an important part of the Theatre pro-
Opportunities grow alongside students. A student
gram at AISB. While the final performance is the
who begins as a performer may later become a
culmination for the audience, much happens along
designer, creator, mentor, or director. As students
the journey. Students learn to work together, build
progress into High School, they take increasing re-
confidence, and support one another. They also
sponsibility for the creative process, make decisions,
experience all the different parts that bring a produc-
guide their peers, and experience what it means to
tion to life, from acting and costumes to sets, light-
lead.
ing, and technical work. Older students also support younger performers and Perhaps most importantly, Theatre provides a safe
productions, creating connections across divisions
space to take risks.
and allowing experienced students to become mentors and role models.
30
American International School of Budapest
Future Ready Through the Arts The skills developed through our Theatre program
Our music program at AISB gives students opportu-
extend well beyond a production. Students learn to
nities to create, collaborate, perform, and connect.
communicate, collaborate, solve problems creatively,
From their earliest experiences in Elementary School
adapt when things do not go as planned, and con-
to increasingly independent ensemble work in Mid-
tribute their individual strengths to something larger
dle and High School, students develop not only as
than themselves.
musicians, but as confident communicators, creative thinkers, and collaborative learners.
Building the Foundations | Elementary School In Elementary School, music helps build a lifelong connection to music. Through singing, movement, rhythm, and playing instruments such as xylophones, recorders, ukuleles, and percussion, students build musical skills while gaining confidence. Students also learn to create and work together. They compose, improvise, perform, and listen to one another, learning that practice, mistakes, and trying again are all part of the process. Students had many chances to put these skills into practice. Winter concerts and assemblies helped build confidence on stage, while Grade 4 students worked together in mixed-instrument ensembles. Grade 5 students also explored digital music-making, using Koala sampling software to create beats from sounds connected to their own cultures. Our first ever Elementary Rock Band, The Ashes also opened the first AMIS High School Rock Band Festival, giving younger musicians the opportunity to perform for an audience of older students and experience where their own musical journey might take them.
31
Annual Report 2024-2026
Growing as Musicians | Middle & High School As students move into Middle and High School,
From Me to We, students shared recordings, learned
music becomes increasingly collaborative and stu-
about one another’s schools, and prepared Randall
dent-driven. Ensemble work asks students to listen
Standridge’s Firebirds. Experiences like these show
closely, communicate without words, adapt in the
students that learning goes beyond the classroom,
moment, and take greater responsibility for their own
building curiosity, connection, and skills they can
contribution to the group.
carry with them throughout their lives.
Music also brings students of different ages togeth-
From first rhythms to international collaboration,
er. Through the Visiting Artists program, High School
Music and Band at AISB give students a place to find
Band students work with Grade 6 beginners, helping
their voice and learn how their individual contribution
them learn their instruments and build confidence.
can become part of something bigger.
It is also a great opportunity for our older students to step into leadership roles, share what they have
For some, these experiences may lead to further
learned, and support younger musicians. Another
study or careers in theatre, design, media, or the arts.
highlight was the Stravinsky Project, which brought
For others, the path may look entirely different. What
together more than 100 students from AISB and a
remains are the confidence, creativity, empathy, and
middle school in the United States. Under the theme
communication they have developed along the way.
Finding Their Voice: Learning Beyond the Music At AISB, Rock Band is about much more than de-
Rock band reflects AISB’s holistic approach to
veloping musical skills. It is a space where students
learning by developing the whole student. Alongside
build confidence, take ownership of their learning,
musical skills, students strengthen collaboration,
and discover what they can achieve together.
communication, independence, creativity, confidence, and
Being part of a rock band
“Sometimes a quiet stu-
gives students a strong sense
dent who says very little in
nities to take risks, lead oth-
of ownership over their learn-
a traditional classroom can
ers, perform for an audience,
ing. They make decisions, solve problems, communicate
become an incredibly confi-
with one another, and take re-
dent performer or a natural
sponsibility for the important
leader in a rehearsal.”
role they play within the group.
resilience. They have opportu-
and represent AISB within the wider community. It is learning through doing, with personal growth and musical development happening side by side.
Adam Gaensler That shared experience also
MS/ HS Music Teacher
creates a connection. Every
The Rock Band class concept reminds us that when students
member of a band has a role to play and a common
are given different ways to learn, contribute, and
goal to work toward. Stepping onto a stage together
express themselves, we have the opportunity to see
requires them to rely on one another and, over time,
more of who they are and who they are becoming.
creates shared memories and a genuine sense of belonging. 32
American International School of Budapest
Community Engagement - PSA
2025/2026 PSA Board school.
2025/2026 PSA Board Members
As a not-for-profit organization, we are dedicated
Our board is composed of passionate volunteers
to building a warm, cooperative bridge among our
who dedicate their time to bringing our communi-
parents, faculty, and administration. By fostering a
ty closer together through meaningful events and
positive school culture, the PSA ensures that every
advocacy.
The Parent School Association (PSA) is a vibrant, volunteer-driven group that forms the heart of our
student feels supported in an environment that celebrates both academic excellence and community
Executive Leadership: Our leadership team guides
spirit.
the PSA board’s vision and operations:
PSA membership is inclusive and open to every par-
Chair: Judit Ellingstad
ent, guardian, teacher, and administrator within our
Treasurer: Lilla Krupanics
community. We believe in an open-door approach,
Secretary: Eszter Jacobs
which is why there are no dues charged for membership; everyone’s voice matter as we work together to
Divisional Representatives: To ensure that every fam-
enhance our children’s school years.
ily has a voice, no matter the age of their child, our representatives provide a personal touch to each school level:
33 33
Annual Report 2024-2026
High School: We are proud to have dedicated sup-
The PSA’s initiatives are thoughtfully designed to
port for each grade level, led by Vera Meerstadt
enrich our school’s mission through:
(12th), Éva Kozák (11th), Jutta Riehle (10th), and Dóra Makráné Niederleitner(9th).
Open Hearts & Minds: Supporting effective and warm communication among all members of our
Middle School: Our MS families are supported by a
community.
collaborative team: Mehreen Mansoor, Pooja Kumar, and Irisz Pogácsás.
Enriching the Journey: Organizing events that go beyond the classroom to enhance the student and
Elementary School: Our youngest learners and their
community experience.
families are represented by Crystal Bitao Wang, Megan Pados, Bonita Baji, and Xiaojun Chen (June).
Our Mission in Action
Creating Memories: Community Events From the first cup of coffee to the final celebration
Shared Spirit: We find moments for fun and connec-
of the year, our board leads several key initiatives
tion during the PSA Quiz Night and our community
that turn our school into a second home:
Yard Sale.
Warm Welcomes: Our All-School Welcome Coffee &
Appreciating our Educators: We take pride in honor-
Cake helps new and returning families find their place
ing the hard work of our teachers and staff through
in our community.
the PSA Sweet Treat Cafe and our annual Faculty and Staff Appreciation Lunch.
Seasonal Joy: We celebrate our diversity and traditions through the PSA Halloween, event our cozy
We extend our heartfelt gratitude to every parent,
Holiday Market, and the vibrant International Festival.
teacher, and volunteer whose dedication makes our school a warm, inclusive, and vibrant home.
34
American International School of Budapest
A Global Community That Stays Connected Our AISB alumni community continues to grow as
Digital platforms also play an important role in
a vibrant and engaged global network, connecting
keeping the community engaged. The AISB Alumni
graduates across continents while strengthening the
Facebook group now has 1,776 members, providing
lifelong bond they share with the school.
an active space for graduates to share updates, opportunities, and memories from their time at AISB. The AISB Alumni Instagram group has grown to 743
During the 2025/2026 school
followers, reflecting a 16%
year, alumni gathered in person at reunion events in London, Copenhagen, and Budapest bringing former classmates together to reconnect, share their journeys, and celebrate the friendships and experiences that began at AISB. Looking ahead, our Alumni program continues to
“ AISB stands out in fostering connections. The community outreach and management efforts exemplify a genuine care that extends beyond the campus. AISB is more than a school; it is a place where anyone can grow, equipped with the right tools, opportunities, and boundless support.”
expand opportunities for connection across the global
Gabor Diosi Class of 2016
increase since 2025, while the LinkedIn alumni network has reached 1,236 members, strengthening professional connections across industries and countries. In addition, the alumni website continues to serve as a hub for news, events, and engagement, with 967 registered users and growing participation.
AISB community. Planning is already underway for
Beyond staying connected, alumni also continue to
future reunions abroad, as well as the annual Buda-
give back to the AISB community. Many graduates
pest Winter and Summer Reunions, ensuring alumni
are eager to remain involved in meaningful ways —
have multiple opportunities to stay connected with
61% express a willingness to support AISB, and 24%
one another and with the school.
are open to mentoring current students, helping to
35
Annual Report 2024-2026
build bridges between generations of Blazers and
to grow stronger each year, reflecting that AISB is
providing valuable real-world insight for students
more than a school; it is a lifelong community that
preparing for their future.
extends far beyond graduation.
Through reunions, digital engagement, and mentor-
Once a Blazer, always a Blazer.
ship opportunities, AISB’s alumni network continues
36
American International School of Budapest
Financial update SY 2025/2026
The figures presented below reflect AISB’s draft financial statements for the 2025/2026 school year, ahead of the annual independent audit by KPMG. In previous years, this audit has consistently resulted in a clean opinion, confirming that the School’s finances present a true and
AISB is a non-profit organization registered in Hungary,
fair picture, with no concerns identified. This reflects
governed by an independent Board of Trustees. The Board
a School that continues to be managed prudently and
provides fiduciary oversight and strategic guidance to
responsibly. As is typical for international schools, the
safeguard the School’s long-term sustainability, including
revenue and expense structure follows patterns common
approving the annual budget and overseeing financial man-
across the sector.
agement on behalf of the community.
Revenue
Expenses
5%
8%
8%
8%
9%
7% 8% 69% 78%
69% SALARIES AND BENEFITS 9% BUILDING FEE
8% FACILITY RELATED AND OTHER EXPENSES
5% NON-TUITION REVENUE
8% DEPRECIATION
78% TUITION REVENUE
7% MATERIALS AND ACTIVITIES
8% OPERATING EXPENSES
8% OPERATING EXPENSES
Overall, AISB remains in a strong and stable financial
A meaningful share of the school’s spending is dedicated
position. These results reflect a disciplined, well-man-
directly to faculty and staff, underscoring the ongoing
aged budget aligned with the School’s strategic priorities,
commitment to investing in teaching and learning as a
ensuring the continuity of operations and the delivery of
top priority.
high-quality education for students. In line with the approved Campus Roadmap 2024-2040, Last school year, AISB launched a structured fundraising
during the 2025/2026 financial year the School deliv-
and stewardship program. This new initiative created
ered several targeted improvements: renovation of the
a dedicated pathway to support community-focused
ES playground, new wifi access points, installing sound
projects and strategic priorities that extend beyond the
booths in the MS/HS Library, and the completion of the
regular operating budget, while deepening the long-term
heat pump-based heating and cooling system. This cen-
relationship with the AISB community.
trally managed system is a significant step forward for the sustainability pillar of the Strategic Plan 2022-2027.
37
Annual Report 2024-2026
Giving at AISB The AISB Fund is about creating transformational
Building on this strong foundation, the 2025/2026
opportunities for our students that go beyond what
AISB Fund focused on the continued expansion of
tuition alone can provide. During the 2024/2025
Blazers Academy, Student-Led Initiatives that em-
school year, the generosity of our community helped
power students to shape their school environment,
bring new STEAM and Innovation resources to stu-
and the Árpád Era Experience, an immersive learning
dents across all three divisions, while also making
opportunity that will bring Hungarian history to life
the launch of the Blazers Academy possible.
through hands-on experiences across all divisions.
From the Ignite Studio in Elementary to the new
Together, these initiatives are another example of
tools and equipment in our Middle and High School
what Future-Ready, Today looks like at AISB, giving
STEAM spaces, students have more opportunities to
students the chance to discover new interests, build
learn by doing.
confidence, and develop their skills.
The Blazers Academy has also opened the door to
As AISB continues to grow, the support of our com-
additional athletic opportunities, giving students
munity helps make so much of this possible. Togeth-
more ways to develop their skills, build confidence,
er, we can continue creating experiences that help
and stay active beyond the regular school day.
our students learn, grow, and make the most of their time at AISB.
38
American International School of Budapest
Igniting Curiosity: New STEAM Tools for Our Youngest Innovators Thanks to the generosity of the AISB Fund, our
folios on Toddle, where they reflect on projects and
Elementary students are gaining new opportunities
share their thinking with teachers and families. One
to explore design, engineering, and creative prob-
common challenge in busy classrooms, however, is
lem-solving across our STEAM learning spaces.
capturing clear audio recordings while the energy of learning continues around them.
One exciting addition is our new Ignite Studio, a flexible environment designed to bring curiosity and
To support this work, the Ignite Studio now in-
collaboration to life. Thanks to the generosity of
cludes a sound booth equipped with an iPad and
our community, the studio is outfitted with modular
a high-quality microphone, giving students a quiet
tables and adjustable seating, allowing the space
place to record videos, reflections, and audio pro-
to easily transform between group projects, de-
jects. The booth allows students to capture clear
sign challenges, and hands-on experimentation. The
voice-overs while other activities continue in the
flexible furniture will support students from Early
room, making it possible for recording, filming, and
Childhood through Grade 5, empowering the studio
hands-on building to happen simultaneously.
to shift seamlessly between collaborative building, creative design, and focused project set-ups.
Already, the booth has sparked curiosity among students eager to explore storytelling, presentations,
The Ignite Studio is also becoming a hub for student
and multimedia projects without the distractions
voice and digital storytelling. Students at AISB reg-
of a busy classroom. In one recent collaboration,
ularly document their learning through digital port-
Elementary Music students used the booth to record 39
Annual Report 2024-2026
vocal tracks for original digital soundtracks, blending creativity, technology, and performance.
This investment reflects AISB’s vision, helping students build the curiosity, creativity, and collaborative
As the space continues to evolve, the sound booth
thinking that will prepare them for the challenges and
also serves as a prototype for creating similar quiet
opportunities ahead.
recording zones within grade-level learning environments, expanding opportunities for reflection, story-
Through the generosity of our AISB community,
telling, and digital communication across the Elemen-
these new tools and the learning environments they
tary School.
are helping shape are expanding what is possible for our youngest innovators.
At the same time, new equipment in the Elementary STEAM Lab is expanding hands-on learning opportunities. Students are already exploring VEX GO robotics kits, allowing them to design, build, and test their own ideas while developing early engineering and coding skills. A new 3D printer has further expand these opportunities, enabling students to turn creative concepts into physical prototypes and bring their designs to life through experimentation.
Introducing Robotics to Young Innovators VEX GO robotics kits allow Elementary students to build and program robots, helping them develop early skills in
“True to its name and inspired by our mascot, Sparky, The Ignite Studio is
engineering, coding, and creative prob-
designed to fuel creative imaginations.
lem-solving through hands-on experi-
By bridging the gap between analogue
mentation.
traditions and digital innovations, we
Already, groups of Grade 3 students
provide students with authentic tools
with a strong interest in mathematics
to connect with their curiosity and
have begun exploring robotics using
reflect on their learning journey.”
the VEX GO kits. As they build and program their robots, students test ideas, solve problems, and refine their designs, often discovering new passions for engineering and technology along the way. Importantly, these tools are being used across all Elementary grade levels, giving every student the opportunity to explore, design, and innovate. 40
Paul Corfield Innovation Assistant
American International School of Budapest
Creating, Designing, and Innovating Middle and High School STEAM and Innovation Through the 2024/25 AISB Fund, our Middle and High School STEAM and Innovation spaces have been thoughtfully enhanced, expanding the range of what students can design, create, and explore. These additions reflect AISB’s future ready, today vision, giving students the opportunity to engage more deeply in the design process, to test ideas, refine their thinking, and create work that feels purposeful and real.
What’s New This year, students and teachers have been working with:
• An industrial sewing machine Juki • Advanced 3D printers • Bambu Lab materials and filament • A vinyl cutter • Plastic recycling machines
From Idea to Prototype
Together, these tools have strengthened both the
One of the most meaningful shifts has been the
quality of student work and the way students ap-
ability to move from idea to physical creation with
proach problem solving and design.
greater speed and precision. Students can now design, prototype, and refine their work within a single cycle of learning. This has made iteration a more natural and visible part of the process, encouraging students to test, adjust, and improve their ideas with confidence. Projects now range from flat pack lighting and engineered products to speaker design and aviation models, reflecting both creativity and technical skill. 41
Annual Report 2024-2026
Design That Feels Real The introduction of a professional grade industrial sewing machine has expanded what is possible within design and fabrication. Students are working with a wider range of materials and developing more advanced construction techniques. They are creating functional products such as bags and accessories, as well as exploring wearable technology that integrates electronics. This experience mirrors real world design practices and allows students to see their work as both creative and practical.
Sustainability in Practice Sustainability remains an important thread throughout the program. Students are exploring how materials can be reused, repurposed, and reimagined. With the addition of recycling machines, they can take this one step further by transforming used plastic into new materials for design.
The Impact
Projects such as the Grade 8 Waste as Resource
Across Grades 6 to 12, approximately 350 students
unit support this thinking, helping students connect
engage directly with these tools each year, with
design with environmental responsibility.
additional impact through clubs, collaborations, and shared projects.
Learning That Connects
Looking Ahead
These spaces continue to strengthen connections
These enhancements are already supporting the
across the school.
continued growth of the IB Design and Technology Diploma and the Global Impact Diploma.
Students are contributing to theater through costume design, supporting IB Art work, and developing
More importantly, they are helping students develop
products for student-led initiatives and events. De-
the skills that matter most. They are learning to think
sign, creativity, and entrepreneurship are becoming
creatively, approach challenges with confidence, and
increasingly connected, allowing students to see the
bring ideas to life in meaningful ways.
broader impact of their work. 42
American International School of Budapest
Blazers Academy: Investing in the Future of AISB Athletics What began as a new initiative in Spring 2025 has
The growth this year speaks for itself. Program
quickly become an important part of the AISB stu-
offerings increased from 7 to 28, while participation
dent experience. Throughout the 2025/2026 school
grew from 96 to 328 students across Middle and
year, Blazers Academy continued to grow, giving stu-
High School. This growth shows just how much our
dents more ways to develop their athletic skills, build
students value having more ways to participate in
confidence, stay active, and participate in athletics
athletics throughout the year.
beyond the traditional competitive seasons. Blazers Academy gives students more ways to stay active and involved in athletics throughout the year. Whether they want to prepare for an upcoming season, improve their skills, or try something new, there
Blazers Academy is about much more than the numbers. Students are building confidence, forming friendships, challenging themselves, and learning the value of commitment and perseverance. These are lessons that carry well beyond the court, field, or training room.
is something for everyone. With programs including Running, Strength & Conditioning, Volleyball, Swimming, Soccer, Basketball, and Pilates, students can stay active, build confidence, and continue doing something they enjoy.
Through athletics, students learn to set goals, work as a team, take on challenges, and build resilience. As Blazers Academy continues to grow, it is giving even more students the chance to develop these skills both on and off the field.
43
Annual Report 2024-2026
Supported through the AISB Fund, Blazers Acade-
Together, we are strengthening the student expe-
my is also a wonderful example of our community’s
rience today while continuing to build the future of
generosity in action. The support of AISB families
athletics at AISB.
has helped us expand programming and provide the equipment and resources needed to give students even more ways to participate, grow, and thrive.
DIVISION
PROGRAMS 2024/2025
PROGRAMS 2025/2026
GROWTH
Middle School
3
11
+267%
High School
4
17
+325%
Total
7
28
+300%
DIVISION
PARTICIPANTS 2024/2025
PARTICIPANTS 2025/2026
GROWTH
Middle School
36
148
+311%
High School
60
180
+200%
Total
96
328
+242%
Elementary Blazers Academy: Expanding Opportunity Through Athletics The introduction of Blazers Academy in the Ele-
In the spring, Elementary Blazers Academy Track &
mentary School during the 2025/2026 school year
Field was added, with more than 50 students taking
created new opportunities for students to explore
part. Students had the chance to try new events,
athletics, develop new skills, and build confidence
develop their skills, and enjoy being active together.
through sport.
One highlight was a regional Track & Field meet in Vienna, Austria, with 21 students making the trip.
Made possible through the AISB Fund, the Elementa-
Unfortunately, unexpected traffic delays meant the
ry Football Academy welcomed more than 50 stu-
team was unable to reach the event in time. Despite
dents in Grades 3–5, providing a structured environ-
the disappointment, the students stayed positive,
ment where students could strengthen foundational
supported one another, and made the best of the
skills while learning the value of teamwork, persever-
experience.
ance, and sportsmanship. Together, these programs are giving Elementary The experience also went beyond weekly training.
students more ways to be active, try something
Friendly matches with other international schools
new, build confidence, and connect with one another
gave students the chance to represent AISB, put
through sport. With the support of the AISB Fund,
their skills into practice, and enjoy being part of the
Blazers Academy continues to grow and reach more
Blazer community.
students across AISB.
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American International School of Budapest
A Community of Giving Recognizing the Generosity of Our 2024/2025 Donors The Power of Community: Launching Giving at AISB
enabling meaningful investments that empower stu-
The first-ever year of Giving at AISB was made
dents to learn, grow, and thrive in an ever changing
possible through the generosity of our donors. Your
world. We are deeply grateful for your partnership in
support strengthens our Future-Ready, Today vision,
shaping the future of AISB today and beyond.
AISB Donor Roll 2024/2025 Bajáky, Laura Bak, Ildiko Ball, Lisa Barna-Belecz, Kármen & Dr. Zsolt Barna Bourke Family Bruckbauer, Amanda Campbell, Michael & Sheila MacDonald Castro, Luis Cruz, Ana Maria Czibolya, Kata Darling, Rick and Kriszti Dávid Donovan, Patricia & Scott Ellwood, Nikki Fogarty, Michelle Gelina, Holli and Michael Gocentas, David Gray, Karl & Magda Guan, Ning Hagen, Orion & Oskar Heo, Jian Houillon Family Irving, Robert Ji, Yu József Juarez Family Kim, Dana Kis-Mattasits Family Kolacsek, Andrea Korean Families (Grades 5, 6, 8, and 9) Lafferty, Lacey Lee Family
Li, Jiazhen Li Family, Sunny Ruoqi Lili Liu, Yujia Maclure, Graham Maurice, Corinne Mavrommatis, Alexandra & Markos Meng, Lang Meredith, Rhys, Kelly, Keaton & McKenna Millei, Dora Mulbauer, Deborah & Corey Topf Nemes, Erika Park, Soohyun Leo Park, Taeyoon Penny, Brett & Debbie Renn Ragan, Amy Rudnicki Family Sheeran Family Simeonov, Ivaylo Smith, Peter & Elizabeth Stites Sofrygin Family Stadler, Preethi Stark, Eszter Stein, Christian & Eszter Jacobs Szamosfalvi, Bence Tamas, Chilla Tarnoczi, Magdi Tóth, Gyula Attila Vachino, Aurélie Vadüzs Family Varga, Lorant Kibédi Vas, Dr. Laura 45 45
Annual Report 2024-2026 Wainwright, Robb & Stefanie Waller-Hefko, Tabatha Weggelaar, Cristy Wu Family Yan, Yang Yoo, Seoyoung Zhai, Gloria In-Kind Donations Cups & Flowers Budapest Deryne Kenyer Martin’s Cakes (Martin Farkas)
Recognizing the Generosity of Our 2025/2026 Donors AISB Donor Roll 2025/2026 Abukazam, Diana Autukas, Ramunas & Germante Vozbutaite Autukiene Ball, Andrew & Lisa Barna-Belecz, Kármen & Dr. Zsolt Barna Berghuis Family Campbell, Sheila & Mike Canale, Tami Carlson, Mike & Adel Chisimellis, Stavros Cho, Seojin (Grade 12) & Sunhee Lim Choi, HyunJin (Chloe) & Kyungwon (Jayden) Connell, Ian & Ivana Darling, Rick and Kriszti Dieckmann, Finn & Eva Kozak Dong, Tracy & Peigang Liu Forsgren Family Fundraising Committee Member Contribution Glawe, Diane & Gustavo Lanata Gocentas, David & Anne Butkus Gray, Karl & Magdalen Guan, Ke & Crystal Wang Guinness, Angelique & Alex 46
Gurbanov, Elnur & Renee Kovalski Gustafson, Corey and Alicia Gyenis, Anett Hármás, György and Maria Hill, Zachary & Annalise Agnello Jin, David Kim & Hanna Wang Ko, Seeun and Serin Kolacsek Family Korean Community Korean Community (EC, G1, G2, G3, G4, G5, G7, G8, G9, G10) Korean Community (Grade 6) Ladó, József Letanoczky, Lotti & Andras Bacsi-Nagy Li, Ke & Ling Zhao Li Family, Sunny Ruoqi Liu, Yingfei & Qian Xiao Luo, Mingxu & Xiaofeng Wang Maclure, Graham & Nikki Ellwood MacRury, Brett & Heather Macmichael Mahuas Hradilova, Helena & Philippe Mahuas Manner, Zsofia Matlock, John & Maria Melnik, Evgenii and Alla Member, Board of Trustees Meredith, Rhys & Kelly Nemes, Erika & Lehel Szabó Newman, Lorna Park, Geonwoo Penny, Brett & Debbie Renn Popovich, Matthew & Amy Jarden-Popovich Ramos, José & Ágnes Adamik Rigney-Zimmermann, Katie & Stefan Zimmermann Rudnicki, Doug & Livia Shen, Yang & Lei Zhang Stein, Christian & Eszter Jacobs Sungur, Huseyin & Guher Celtek Sungur Szabó, Márk & Patrícia Szabó-Pere Szentirmai, Ágnes Szoradi, Maria & Attila Tamas, Chilla & Márton Sipos Tanner, Mikko & Heta Melantie Tavares, Michele & Jorge Waller-Hefko, Janos & Tabatha Weng, Hao & Ying Wang Xiang, Fei & Jia Wang Yang, Xia & Chang Jun Lin Zamora, Virginia & Jonathan Griffiths
American International School of Budapest
Looking Ahead, Together As we look ahead, we do so with a deep sense of
opportunities in athletics and innovation, and experi-
gratitude and excitement for the future of AISB.
ences that would not otherwise have been possible. We are deeply grateful to every family, alumni mem-
The 2024/2025 and 2025/2026 school years reflect-
ber, faculty and staff member, and supporter who
ed the strength of a community united by a shared
has helped advance this shared vision.
commitment to learning, belonging, and growth. Across every division, students were challenged to
As we look to the future, we are excited to contin-
think creatively, act compassionately, and engage
ue building on this momentum. New opportunities,
meaningfully with the world around them. From inno-
including the Árpád Era Experience, expanded Stu-
vation in our classrooms to service learning, athletics,
dent-Led Innovation initiatives, continued growth
the arts, and community engagement, AISB contin-
within Blazers Academy, and the advancement of our
ues to nurture students who are prepared not only
Future-Ready, Today vision, will further strengthen
for academic success but also to make meaningful
the educational experience for current and future
contributions in an increasingly complex and inter-
generations of AISB students.
connected world. As AISB continues to grow and evolve, we remain This period demonstrated the continued evolution of
guided by our mission, our values, and our belief in
learning at AISB. The Global Impact Diploma entered
the potential of every learner to achieve their highest
its second year, further strengthening opportunities
contribution. Together, we are building a school com-
for students to connect academic learning with pur-
munity that is innovative, inclusive, globally minded,
pose-driven action. Innovation and STEAM programs
and truly Future Ready today.
continued to expand across the school, creating new opportunities for students to design, build, collab-
Thank you for being part of this journey and for help-
orate, and solve real-world challenges. At the same
ing shape the precent and future of AISB.
time, the Blazers Academy grew across all divisions, providing structured pathways for athletic develop-
With gratitude,
ment, wellbeing, resilience, and personal growth.
Magda
The year also highlighted the power of student
Magda Gray Advancement Director
agency. Whether through innovation projects, service
&
Kari Kari Weichselbaum Fundraising and Community Outreach Officer
learning initiatives, leadership opportunities, artistic expression, or athletic pursuits, students increasingly took ownership of their learning and demonstrated the confidence and skills needed to make a positive impact within and beyond our school community. Equally inspiring has been the continued growth of philanthropy at AISB. Through the AISB Fund and the generosity of our community, students have benefited from enhanced learning environments, expanded
47
Annual Report 2024-2026
48