American School of Bombay Impact Report 2023-2024

IMPACT REPORT

2023–2024

THE YEAR OF WELL-BEING

“

I THINK FINDING A VOICE AT ASB IS LIKE FINDING THAT ONE THING THAT YOU FEEL AS THOUGH YOU ARE SPECIAL FOR HAVING, SOMETHING THAT MAKES YOU STAND OUT. AND BECAUSE WE HAVE SUCH A SMALL SCHOOL, IT’S REALLY EASY TO FIND THE ONE THING THAT MAKES YOU FEEL SPECIAL. TEACHERS KNOW YOU, AND CLASSMATES KNOW YOU, AND IT GIVES YOU A LOT OF CONFIDENCE AND IT ALSO MAKES YOU AN INDIVIDUAL AT ASB. Z ARA, GRADE 9

”

IMPACT REPORT

2023–2024 CONTENTS

FROM THE HEAD OF SCHOOL

02

FROM THE BOARD

03

COMMUNITY PROFILE

04

YEAR AT A GLANCE

06

STRATEGIC AGENDA OBJECTIVE 1

09

Well-being STRATEGIC AGENDA OBJECTIVE 2

15

Diversity, Equity, Inclusion, and Justice STRATEGIC AGENDA OBJECTIVE 3

19

Personalized learning STRATEGIC AGENDA OBJECTIVE 4

25

Student voice STRATEGIC AGENDA OBJECTIVE 5

29

Host-country connections PROFESSIONAL LEARNING

33

PARENT COMMUNITY

35

ASB GRADUATES

39

LETTER FROM THE HEAD OF SCHOOL Through its 40+ year history, the American School of Bombay (ASB) has held itself accountable to its community toward the promises in its mission, vision, core values, and other key foundational documents that drive programs. This Impact Report—the very first of its kind—continues this tradition in a way that we hope you find both interesting and useful.

The objectives of this publication are two-fold:

a corresponding Metric (a measure of key performance indicators (KPI) against the promise statement).

To assess the degree we are meeting each promise, we will turn to two types of data: Big Data (generally quantitative data that requires statistical data analysis

to find patterns that are superficial, where conclusions can only be generalized) and more impactful, Rich Data

(data brought to light using qualitative, ethnographic research methods that uncover people’s emotions, stories,

and models of their world. It is sometimes referred to as valuable data).

1) To be accountable to our cherished students

From this data analysis, we will draw Conclusions from

through the use of metrics to analyze student data.

will then articulate the Responses to these learnings, and

and families in our fidelity to ASB’s mission et al.

2) To drive internal processes toward institutional

improvement, providing a focus on what matters most to our students’ future success (i.e. what gets measured, gets managed).

Producing an Impact Report will be an annual exercise

at ASB. We will share what is working well, what is not yet working at our expected caliber, and also what needs

to be much improved. We owe you radical transparency, and will strive for this standard. Keep in mind that this inaugural report is a beta version, which we’ll build upon

each year as the institution rebuilds and expands its data analysis muscle.

The design of this report is deliberate. Each pillar of

the five-year ASB Strategic Agenda will receive its own analysis, starting with a Promise (a commitment ASB will

2

make to its students through an inclusive statement) and

•

what we find, and visualize the data it is based upon. We provide a glimpse into how this will inform activity and

improvements in the next school year. We will sprinkle student testimonials and institutional artifacts throughout the report.

We thank the ASB teachers and staff for their professionalism in and out of the classrooms, for their contributions

to this report, and for their unwavering commitment to our students. We thank you for sending your children to ASB (we don’t take this for granted), and we thank you in advance for reading this publication.

Be well,

Dr. Paul Richards Head of School

IMPACT REPORT 2023–2024 / THE YEAR OF WELL-BEING

LETTER FROM THE BOARD Soon, ASB will end the 2023-2024 school year on a high note. As we reflect on this significant year— our 42nd—and look forward to the future, I am delighted to introduce ASB’s very first Impact Report.

This first of its kind report not only highlights our many

achievements and milestones but also outlines our strategic goals and KPIs, our measures of success. Through

these well-defined KPIs/metrics, we will continue to

Our all-new strategic framework keeps mental health

and wellness at the heart of all we do, is committed to strengthening bonds with our host country, and strives for greater diversity and inclusion while addressing the needs of our diverse student body.

The enclosed report provides a detailed account of our efforts and the outcomes we have achieved. It is a true testament to the hard work and dedication of Dr. Richards, and the entire leadership team at ASB.

raise the bar on student education while investing in

I invite you to read this report and provide your feedback

surveys with our community as an input to guide our

your engagement—together let us steer ASB to even

staff development opportunities and ensuring regular future actions/initiatives.

This year, we have seen remarkable progress in various

areas. Our students excelled academically, artistically, and athletically. Our remarkable educators have been the driving force behind this success, providing innovative instruction and unwavering support to our students.

to help us do better. Thank you for your passion, and greater heights.

Warm regards,

Ruchira Chaudhary Board President

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COMMUNITY PROFILE OU R M I S S I O N is to inspire all of our students to continuous inquiry,

empowering them with the skills, courage, optimism, and integrity to pursue their dreams and enhance the lives of others.

Students

275

STUDENT NATIONALITIES

Students

USA 30% INDIA 25%

598

KOREA 8%

PreK–12

135

42 Nationalities

Students

JAPAN 5% UK 5% GERMANY 4% MALAYSIA 3%

188

SAUDI 2% AUSTRALIA 2%

Students

FRANCE 2% OTHER 13%

Staff Instructional Staff Tenure

4

58%

23%

19%

0–5 Years

5 –10 Years

10+ Years

•

205

64%

of Teachers Hold Masters Degrees or Higher

IMPACT REPORT 2023–2024 / THE YEAR OF WELL-BEING

Staff

12

140+

Instructional Staff

Nationalities

BEYOND THE CLASSROOM Who are we? Who do we serve? These are critical questions to ask in getting to know the American School of Bombay, its community, and its mission. The big data can help demonstrate whether we are meeting the promise that every student will engage in experiences and opportunities beyond the classroom.

COMMUNITY AND SOCIAL RESPONSIBILITY

ATHLETICS AND CO-CURRICULAR ACTIVITIES

3,273*

HIGH SCHOOL

“WHAT IS YOUR LEVEL OF PARTICIPATION AND ENGAGEMENT WITH CSR?”

1

2

co-curricular sign-ups

SOMEWHAT ENGAGED

16%

ENGAGED

3

4

< NOT ENGAGED

48%

36%

HIGHLY ENGAGED

5

for activities in academics, athletics, service, and the arts—including participation in interscholastic conferences such as the following: SAISA South Asian

HIGHLY ENGAGED >

Inter-Scholastic Association ASIAC American Schools in India Activities Conference

MIDDLE SCHOOL

100%

Participation for Middle School students in the CSR program at ASB

MIDDLE AND HIGH SCHOOL

15+

MUN Model United Nations

Experiential trips within India for Yatra (High School) and Week Without Walls (Middle School)

A NOTABLE GROWTH AREA for ASB is to gather rich data on the Metric

that accompanies this Promise: All students participate in co-curricular programming, in or outside of ASB, that aligns with their interests, passions, and dreams, and this engagement has made an impact on them and others.

ISTA International Schools Theatre Association AMIS Association for Music in International Schools

*That’s an average of

5.5

activities per student

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23-

FIRST DAY OF SCHOOL

08

09

ES, MS, AND HS OPEN HOUSES

TEACHER ACADEMY PROGRAM LAUNCH

ASB HOSTS ASIAC SOCCER

HS YATRA & MS WEEK WITHOUT WALLS

10 COMMUNITY WELCOME AT BLUE SEA DIWALI FESTIVAL

11

12 ES BOOK CHARACTER WEEK

6

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IMPACT REPORT 2023–2024 / THE YEAR OF WELL-BEING

INCREDIBLE INDIA

-24 THE YEAR AT A GLANCE

01

02

NATIONAL JARUL BOOK AWARD CEREMONY

70+ ACTIVITIES LAUNCH FOR SEMESTER 2 CCA

MS/HS WINTER CONCERT ES AND MS/HS SOLVE 3.0 EVENTS

03 HERE I GO AGAIN HIGH SCHOOL PRODUCTION

HOLI CELEBRATION

04

05 FESTIVAL OF NATIONS

ASBMUN CONFERENCE

CLASS OF 2024 GRADUATION

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IMPACT REPORT 2023–2024 / THE YEAR OF WELL-BEING

STRATEGIC OBJECTIVE 1

WELL-BEING ELEVATE WELL-BEING AS ESSENTIAL, SO EACH STUDENT AND STAFF MEMBER CAN THRIVE Even before the world changed in 2020, the gener-

Thriving in school (and in life) is indeed the standard we

a concern. The pandemic amplified this concern. As

ASB’s Coordinator of Wellness and Student Support has

al well-being of students and teachers globally was schools have returned to “normal”, and staff and students again manage the demands and other pressures

of achievement, learning, and growth, ASB has chosen to make well-being the first among equals in its five-year Strategic Agenda. Specifically: To elevate well-being

as essential, so each student and staff member can

BIG IDEA

thrive. This is the Promise associated with well-being.

are seeking, and the first of our Promises. Julie Allison,

helped establish the following definition for thriving: a state in which community members experience sustain-

able physical, mental, and relational health. We see the outcome of thriving to be happiness, health, and success in school. We aspire to all three, no compromises; this is not too lofty from our vantagepoint. After all, don’t we all deserve to thrive?

What is life for, if not for the pursuit of happiness, health, and success? As such, ASB students and staff deserve a community that is intentional in fostering their well-being, one that will gather data, and one that will respond with evidence-based strategies to promote thriving in the school context.

STRATEGY A Well-being Framework informs the leadership efforts toward this Big Idea, which

SCAN TO VIEW THE WELL-BEING FRAMEWORK

includes the bold task of collecting well-being data, holding it up to metrics, and then matching evidence-based strategies to the wants and needs of groups and individuals. It is

this proactive intervention that we believe will better facilitate and enhance the well-being of ASB community members, an action that schools have typically not taken.

The Well-being Framework also articulates the myriad of projects the Well-being Action

Teams took on this year, covering topics such as nutrition, social & emotional learning, and conflict resolution, and also curating an enhanced menu of engagements, ranging from movement activities, to coaching support, to courses. A lot was on offer!

What did we learn from the data we collected on staff and students, how did it stack up against our thriving metrics, and what did we do about what we learned? Let’s unpack this.

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STUDENT DATA

PASS (Pupils Attitude toward Self and School) is a well-

We start with the Key Performance Indicator Metric: All students reach indicators of thriving, and the institution responds with evidence-based strategies when they do not.

the United Kingdom; it is geared toward elementary-

We drew from three sources for student data:

or through the ES counselor) if responses were concern-

known social and emotional learning curriculum out of

1. Wayfinder surveys in MS and HS Advisories 2. PASS surveys in ES 3. Attendance data

aged students. The surveys were administered once in the Fall to all students. Like Wayfinder, homeroom teach-

ers looked at how their students were self-rating across different categories, allowing them to intervene (directly ing. They also monitored responses across their class and grade level, allowing broader interventions.

For this report, we developed two cohorts of students:

WAYFINDER is a well-known social and emotion-

PreK–Grade 1, and Grades 2–5. We looked at the first

can be administered regularly to students to measure

indicator for the instrument. The colors in the visualization

and High School Advisories. Advisors (teachers) routinely

moderate satisfaction, Lightest = low satisfaction.

al learning curriculum, which comes with surveys that

Factor: Feeling about school, as this was the well-being

a number of things, and which we do through Middle

below represent: Darkest = high satisfaction, Medium =

looked at how their students were self-rating across different categories, allowing them to intervene (directly or

through counselors) if responses were concerning. They also monitored responses across grade levels, allowing

Feeling About School

broader interventions (such as adjustments to curricu-

26% HIGH

gram, each student received direct feedback on areas of areas of growth, which Advisors monitored progress.

9% MODERATE

lum). Based on the intuitive nature of the Wayfinder prostrength. They also received individualized lessons for

LOW

65%

PreK– Grade 1

Grades 2–5

For this report, we looked at three cohorts of students:

LOW

1%

Grades 6–8, Grades 9 and 10, and Grades 11 and 12. We

MODERATE

looked at the Adaptability, Agency, and Healthy Habits

21%

categories, as these are skills that directly contribute to

HIGH

78%

student well-being.

Healthy Habits That Contribute To Well-being

WAYFINDER DATA SUMMARY OF GRADES 6–12 RESPONSES (THE LARGER AND DARKER THE SPEECH BUBBLE, THE MORE THE STUDENTS AGREED WITH THE STATEMENT)

I actively seek out activities that bring me joy and purpose.

I keep screens and other distractions out of my bedroom to improve sleep quality.

10

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I engage in strength training activities.

I actively try to incorporate a protein source into my diet.

I spend time reflecting on my personal goals and values.

I actively try to incorporate a variety of fruits and vegetables into my diet.

I avoid or limit my intake of processed foods and sugary drinks.

IMPACT REPORT 2023–2024 / THE YEAR OF WELL-BEING

I actively work on building and maintaining positive relationships. .

I avoid sitting for more than 2 hours at a time.

I make healthy choices and choose foods on their nutritional value.

I have strategies to cope with anxiety and/ or negative thoughts and feelings.

94%

ATTENDANCE 94% average

CONCLUSIONS WAYFINDER Overall, ASB Middle and High School

students are thriving according to the indicators of agen-

cy and adaptability (as well as the other categories of self-awareness, empathy, purpose, and collaboration).

Some students’ ratings increased or decreased from the beginning of the year,

HIGH AGENCY & ADAPTABILITY cases, the changes were not IN SSC

daily attendance rate (PreK–12)

DAILY ATTENDANCE which is the pre-pandemic daily PREK–12 for the first half of the school year,

average. Rates at which students

are sent home sick have also reverted to the school’s pre-pandemic levels.

but in the great majority of

OVERALL We can say with confidence that students

statistically significant. The

mands with a solid foundation of physical and emotional

data surfaced the need for a clear rubric and/or flow-

chart for Tier 2 and 3 interventions, which are specific instructional strategies that foster learning, growth, and

health and are delivered through the school’s MultiTiered System of Support (MTSS) framework.

PASS The great majority of the PreK–Grade 1 students were positive about their schooling, with some individuals ranking moderate to low satisfaction. Teachers were

across all grade levels are navigating school and its de-

well-being, and good psychological health. That does not mean that all students have been exempt from at

times needing significant support from the school, but those who have needed these interventions have generally managed to bounce back. ASB will continue to

buttress its programs and staffing to include PE, coun-

sellors, Advisory, and Co-curricular activities to meet the evolving well-being needs of its students.

able to follow up with these individuals. For Grades 2–5

SCAN TO ACCESS THE ASB STRATEGIC AGENDA WEBSITE

students, there exists a similar distribution to the younger cohort, with even greater distribution in the high satisfaction

category. It’s important to keep in mind that the survey was a

HIGH SATISFACTION PREK–12

one-off exercise, and data may not be reliable for our

youngest of learners. Teachers monitor feelings about school (and other items) each and every day.

I prioritize getting enough sleep to support my overall health.

I drink at least one liter of water throughout the day to stay hydrated.

I regularly practice mindfulness or meditation to support my mental health.

I take time for movement breaks after sitting for 30 minutes.

I find time for activities that mentally stimulate me I feel confident in and promote my ability to my personal growth. communicate effectively with others.

I feel connected to a community that creates a sense of belonging.

I incorporate at least 30 minutes of movement into my day.

I practice gratitude or positive thinking on a regular basis.

I have a consistent bedtime routine that helps me unwind and prepare for sleep.

I include stretching as part of my exercise routine.

I know how to resolve conflicts in a healthy and constructive manner.

I seek out and maintain relationships that are supportive and positive.

I use relaxation techniques (like deep breathing, meditation, or yoga).

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STAFF DATA

AFFECT/MOOD

We conducted a comprehensive flourishing survey for all staff, using research-based questions to measure attitudes and feelings across three categories: 1. Satisfaction, 2. Affect (mood), and 3. Flourishing (general psychological health).

In April, we facilitated through an external provider a

“Health Fair”, where all ASB employees could get bloodwork and analysis at school.

Using the Scale of Positive and Negative Experiences

(SPANE) to look at the overall mood of all staff, the instru-

ment produced an affect balance score of 7.58, where -24 is unhappiest and +24 is happiest on the continuum.

SPANE’s positive feelings index produced a score 22.47, in the range of 6 (lowest) to 30 (highest). SPANE’s nega-

tive feelings index produced a score -14.90, in the range of -6 (lowest) to -30 (highest).

FLOURISHING

CONCLUSIONS Overall, our data points to multiple positive thriving indices, indicating high subjective well-being of ASB’s staff as a whole.

The subjective well-being questions that indicate general psychological health produced overwhelmingly positive results, with very few staff generating concern.

Some concern was noted about staff’s confidence in

SATISFACTION Cantril’s (1965) self-anchoring ladder produced a thriving rate (well-being

that is strong, consistent, and progressing) among 77% of the staff.

77%

THRIVING RATE

Using the World Values Survey, and if ASB staff were a country, its “satisfaction with life” would be higher than

all nations worldwide, except Canada and eight countries in Europe.

their long-term financial health, as well as in their physical condition and how it impacts their life.

Attendance rates for staff have reverted to pre-pandemic levels. This is a testament to our staff’s professionalism and commitment to their craft, and is remarkable given

the lingering, well-documented psychological effects of the pandemic in workplaces that have returned to 100% in-person environments.

ON A SCALE FROM 0 TO 10, WHERE 10 IS THE BEST POSSIBLE AND 0 IS THE WORST POSSIBLE, WHERE DO YOU CURRENTLY STAND IN TERMS OF YOUR WORK SITUATION?

3–4 NO RESPONDANTS SELECTED 0–2

5–7

12

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IMPACT REPORT 2023–2024 / THE YEAR OF WELL-BEING

LOOKING AHEAD Our commitment to well-being goes far beyond a “Year of” or even a Strategic Plan.

2) Developing a Health Risk Assessment for adults, and a similar version for students, so that we head off a crisis before it presents itself.

Paying attention to and cultivating wellness among

3) Enhancing our partnership with ASB families, partic-

classrooms. Going forward into the new school year, we

had multiple opportunities to engage in workshops on

community members will pay dividends in and out of the can commit to the following:

1) Deepening our commitment to the ASB Well-being

Framework, allowing our interventions to the data we collect to mature, and be even more impactful.

ularly in the area of parent education. This year, families

parenting, mindfulness, and happiness. Topics included Active Parenting, Love and Logic, Mindfulness for Parents, and Happiness Habits for Parents. Since parent

workshops re-started last year, more than 100 parents have participated, and interest continues to grow.

STUDENT PERSPECTIVES

“

I’VE GROWN A LOT SINCE THE START OF THE YEAR. At the beginning of the year I wanted every assignment on time without any gap. But then I would take on so much stress for that one assignment, maybe sit there for hours doing it.

Now, as I reflect, I’ve grown some because I can manage more than one assignment better.

I’m still working on it. It’s still a goal that I have.

PRITHVIRAJ, GRADE 7

“

I THINK THAT IN THE REST OF THE WORLD, WELL-BEING IS NOT REALLY TALKED ABOUT, BUT ASB TAKES IT VERY SERIOUSLY. They have events like SOLVE when you solved your wellbeing and they talk about mental health and well-being, especially in advisory, which is really helpful. The school talks about something that’s kind of brushed over by the rest of society, and this helps students help themselves become better people.

ARJUN, GRADE 8

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STRATEGIC OBJECTIVE 2

DIVERSITY, EQUITY, INCLUSION AND JUSTICE SUSTAIN AN INCLUSIVE, EQUITABLE, AND JUST SCHOOL AND PROFESSIONAL EXPERIENCE In today’s interconnected world, embracing diversity,

truly reflects the diverse world we live in. By weaving

important than ever, especially in an international school

everyday activities, our students grow into compassion-

equity, inclusion, and justice (DEIJ) in education is more

setting. This work is crucial as it tackles deep-rooted inequalities, helps everyone feel like they belong, and

boosts how well organizations perform by tapping

into a variety of perspectives. By promoting DEIJ, we make sure everyone gets a fair chance at opportuni-

ties and resources, paving the way for a more just and

equitable community. DEIJ isn’t just about policies; it’s about building a vibrant and inclusive community that

DEIJ principles into our curriculum, school culture, and ate global citizens ready to make a positive impact. Our goal is to ensure that every member of our community

feels a sense of belonging and has equitable access to opportunities. Focusing on DEIJ not only enhances

learning but also supports the social and emotional growth of everyone in our community, ensuring everyone

has the opportunity to thrive. Our commitment to DEIJ is at the heart of all that we do.

THE PROMISE This important pillar of the Strategic Agenda—

Diversity, Equity, Inclusion, and Justice—contains the Promise: Every student will feel included and valued for who they are.

STRATEGY Empowered by the institutional commitment to creating

Trainings for staff on the topic of gender, and several

the type of climate and culture that our diverse commu-

professional learning engagements with DEIJ themes.

Fay Martin and Mauricio Arevalo, have facilitated a myri-

Using consultants for student & staff listening sessions,

ad of projects toward this end:

and for institutional strategy.

Designing, and now implementing, a Conflict Resolution

Conducting Equity Audits in key operational areas.

nity deserves, the DEIJ Task Force, led by ASB teachers

Framework centered on Restorative Practices.

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STUDENT DATA

CONCLUSIONS

In looking at whether we are meeting our Promise, we turn to the Key Performance Indicator (KPI) Metric:

All students see and experience ASB’s diversity as mutually beneficial for all community members.

Each week, Middle and High School students are sur-

veyed through a number of Wayfinder questions, several

of which contribute to an empathy score. Here are two data sets that represent cumulative weekly scores for each of the two divisions:

What can we learn from this formative data? We can see that empathy is strong as a whole across the Middle and

High Schools, and that it dips slightly as the weeks go on, perhaps due to fatigue and stress.

We can use the Wayfinder data to provide additional programming via Advisory to build empathy. Because

advisors also track individual students over time, they can refer students to their counselors for a deeper look

into what might be going on, or they can intervene directly. This happens routinely and often.

Both the Middle and High School and also the Elementary School data (via PASS) are not where we want them to

be to measure our DEIJ Promise against our DEIJ Metric,

HIGH SCHOOL

so any findings and conclusions are premature. We will

Empathy Score

need to develop a better instrument going forward.

4.0/5

STAFF DATA We have a better instrument to measure whether ASB

staff feel included and valued for who they are. The data below shows a great majority of staff answer agree to WEEK 15

WEEK 10

WEEK 1

WEEK 5

strongly agree to the ASB Promise:

ASB STAFF

Survey Response

MIDDLE SCHOOL

Empathy Score

30%

3.8/5

“I FEEL LIKE I BELONG AT THIS SCHOOL.”

STRONGLY AGREE

40%

20%

WEEK 15

WEEK 10

WEEK 1

WEEK 5

10%

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IMPACT REPORT 2023–2024 / THE YEAR OF WELL-BEING

1

2

3

4

5

6

7

LOOKING AHEAD It would be unacceptable to tolerate a single child or adult

Greater attention to what makes a lasting difference in

who they are as individuals. As a result, in the months

cesses and revising school policies through a DEIJ lens.

to not feel included in the ASB community, or valued for and years to come, we will build upon our successes,

school climate and culture, such as hiring and HR pro-

learn from our mistakes, buttress our shortcomings, and

Developing better measures of DEIJ impact on com-

goal of sustaining an inclusive, equitable, and just school

project that ASB committed to as part of its most recent

put new stakes in the ground toward our institutional and professional experience. This will include:

Better alignment of student curriculum across all grades to DEIJ outcomes.

munity members. This will include the Action Research Middle States Association accreditation.

Further staff trainings in various areas of DEIJ.

“

AS SOMEONE WHO REALLY ENJOYS COLLABORATING WITH MY PEERS AND SOMEONE WHO REALLY ENJOYS MEETING DIFFERENT PEOPLE AND LEARNING AND UNDERSTANDING NEW PERSPECTIVES, I think ASB is a vibrant community

with a lot of multinational children. Having classmates from various backgrounds in my grade and at the school allows me to interact with people who have perspectives that I would otherwise not have gotten to experience. And in the classroom, when it comes to your approaches to math or your approach to science, I think that students with various backgrounds and different ways they’ve been taught to approach certain aspects of learning really adds interest and helps me grow.

SAHIL, GRADE 11

STUDENT PERSPECTIVES

“

AT THE BEGINNING OF THE YEAR, YOU’RE ONE PERSON, BUT THEN AS THE END OF THE YEAR COMES, YOU’RE LIKE A COMPLETELY DIFFERENT PERSON. Maybe you’ve changed something about yourself, maybe some things about you are still the same, but it’s not like you always do the same in things–you always change. It’s not like you’re gonna stay the same every day. And at ASB, that’s okay.

MAAHI, GRADE 5

”

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IMPACT REPORT 2023–2024 / THE YEAR OF WELL-BEING

STRATEGIC OBJECTIVE 3

PERSONALIZED LEARNING CALIBRATE THE LEARNING EXPERIENCE TO MEET THE DYNAMIC NEEDS OF EACH INDIVIDUAL STUDENT. At ASB, the unique interests, passions, and capabilities of every student are valued and celebrated. Teachers

are dedicated to instructing through inquiry, building on the questions of children to provide opportunities for

our commitment to personalized learning as one of our

Promises: Every student will meet their identified learning outcomes.

authentic engagement in robust and meaningful learning experiences at every grade level.

Nurturing environments in which every child can thrive

academically, and be both challenged and supported to be their best, is fundamental to an ASB education.

Our mission statement, and in particular our core value

that all people have the potential for growth, elevates

STRATEGY Teaching and learning is our core business at ASB. We

offer a holistic approach to education that helps students develop the knowledge, skills, and competencies they

need to be successful today and in the future. As a part of our strategic focus on personalization, this year we have been particularly attentive to two initiatives.

1) DESIGNING AND MAPPING STUDENT GROWTH One of our key metrics in the realm of personalization

is to ensure that: All students perform at or beyond grade-level norms or individual learning support plan

(ILSP) targets. It’s both bold to set this type of lofty target and extremely helpful in clarifying exactly what teachers set out to do each day in their classrooms.

We call on a number of metrics to measure and monitor student growth within and across each academic year.

Most useful to teachers are the internal data they generate on a daily basis. In addition to observations and

informal mechanisms for gauging comprehension, unit assessments, individualized proficiency measurements, approaches to learning (ATL) skill development, ILSP

goals, and semester-long performance inform the hundreds of instructional decisions teachers make each day to facilitate student learning.

External assessment data that comes from the Easy Curriculum Based Measurement (CBM) testing in Kindergarten through Grade 2, Measures of Academic

Progress (MAP) testing in Grades 3 to 9, the Preliminary Scholastic Aptitude Test (PSAT) in Grades 10 and 11, and

the Scholastic Aptitude Test (SAT) in Grades 11 and 12

all help teachers calibrate student achievement against international and like school norms, which informs our curriculum development and longitudinal planning.

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Below, you can see an example of the kind of data generated through the MAP test. In this data set, teachers are able to look at the overall percentiles for students by grade level, and can also dig into the individual results for each child.

This provides important information for teachers as they develop focus lessons, group students, and assess intended outcomes at the end of a chunk of learning.

GRADE 3

6

GRADE 4

5

GRADE 5

14

3

28

15

21

11

21

26

PERCENTILES KEY

21ST-40TH

39

38

20

1ST-20TH

35

49

19 41ST-60TH

54

24 61ST-80TH

> 80TH

GRADE 3 - 5 MATH DATA FOR WINTER 2023-2024

Assessments like the MAP are given multiple times within a year, so they provide teachers with insights into

annual growth within an academic year, as well as how

effectively the program as a whole caters to individual and collective student needs.

students are growing across grade levels.

An important longitudinal data set we use at ASB is our

Longitudinal data sets are often most useful at the level

us ensure that our program is high quality, meets the

of program evaluation and review. Rather than informing instruction for a current cohort of students, these types

of data help teachers and school leaders measure how

5-year IB Diploma examination results; these data help needs of our learners, and ensures success in the most

rigorous academic pathway available for an international school student to pursue.

The graph below shows ASB’s most recent five years of IB Diploma results. Students who attempt the full IB Diploma

at ASB consistently outperform world averages on overall points earned and pass rates, underscoring the consistently high levels of achievement within our DP cohorts.

98% 95%

93% 91%

89% 85%

84%

86% 79%

77%

34 29.6

31.4

34

33

36

32

34

30

34 ASB PASS RATE

ASB DP RESULTS OVER TIME—2019 TO 2023

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IMPACT REPORT 2023–2024 / THE YEAR OF WELL-BEING

2023

2023

2022

2022

2021

2021

2020

2020

2019

2019

GLOBAL PASS RATE ASB AVG. POINTS GLOBAL AVG. POINTS

OUTCOMES If we were to look at all of the various data sets from

those approaching grade-level standards, helping them

would find that the majority of ASB students perform

individual learning plans. These ILSPs give educators,

ematics. Our low student-to-teacher ratio and student

geted growth areas for the child, helping them work in

our internal, external and longitudinal data sources, we

reach the individual learning goals articulated in their

at or above grade level in reading, writing, and math-

students, and parents a shared understanding of the tar-

support services programming provide interventions for

partnership toward their personalized goals.

2) CLARIFYING PERSONALIZATION One of our priorities this year has been to make a commitment to being a more inclusive school. This does not simply

mean that we review our approaches to admissions, rather it invites us to think more comprehensively about our pro-

gramming and the extent to which it allows us to live our mission and “inspire all of our students to continuous inquiry, empowering them with the skills, courage, optimism, and integrity to pursue their dreams”.

At ASB, honoring learning diversity means that we devel-

In the process of reviewing our programming, it became

and extends learning experiences within and beyond

ly in the area of high ability, were inconsistent at times

op and deliver programming that intervenes, scaffolds the classroom. One area under review is our high ability

programming, which we see as a tenet of an inclusive and personalized educational approach. We recognize

the real needs of students who are performing beyond grade level and/or have been identified as gifted and

talented, and the overarching review of personalization encompasses the ways in which we use data to set learning targets that extend the experiences of our most capable students.

To help us articulate how we want to approach personalization generally, and high ability specifically, we have

undertaken a year-long program review. Through this review process, we recognized the need to strengthen our systems and structures in the following areas:

apparent that the practices and procedures, particular-

across campuses and at transition points within the school. We found that on ocassion, programming can

end up excluding some students by removing them from their peer groups at the expense of developing important

approaches to learning skills, dispositions and compe-

tencies that are in many cases more foundational to long-term academic success than the content they are exploring at that time. Building common mental models about what it means to support high ability learners has

been identified as a key priority for the coming year, and

during the 2024-2025 academic year, we will be continu-

ing with this focus on bridging into a program model that meets the needs of these students and is also inclusive

in its approach to expanding opportunity and providing rigor and challenge.

CONNECTING OUR GUIDING STATEMENTS TO OUR DAILY PRACTICES DEFINING ROLES AND RESPONSIBILITIES FOR ALL EDUCATORS IN DELIVERING PERSONALIZED LEARNING EXPERIENCES ESTABLISHING SHARED THROUGH-SCHOOL TERMINOLOGY AND CONSISTENT APPROACHES DOCUMENTING PROCESSES AND PROCEDURES THAT TEACHERS USE TO EFFECTIVELY MEET THE NEEDS OF EVERY STUDENT IN THEIR CLASSROOMS CONSULTING EXTERNAL DRIVERS SUCH AS INTERNATIONAL BACCALAUREATE PROGRAM REQUIREMENTS AND TESTING PRACTICES

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OUTCOMES

CONCLUSIONS

One result of the review has been the completion of a

ASB’s commitment to serving a diverse range of learn-

will ensure that the processes and practices that we fol-

environments in which every child feels appropriately

whole school access and inclusion guide. This guide low support the beliefs and values that we hold about personalized learning at ASB. In particular, the guide

ers is strong, and we continue to strive to foster learning challenged and authentically engaged.

will help us become more accountable to ensuring con-

As we look ahead to the implementation of the access

support services including individualized learner support

view and revisit practices that relate to supporting all

sistency and continuity within the domains of student (ILS), English as an additional language (EAL), high ability (HA) and counseling from PreK to Grade 12. A huge

thanks to Beth Robertson, our Student Support Services Coordinator, and our learning coaches and counseling teams who, in consultation with lead educators in the

world of inclusive education in international schools, have delivered this important anchor document that will steer our work in service to students in the years ahead.

22

•

and inclusion guide, we recognize that we also can relearners at ASB. We will continue to strengthen align-

ment at key transition points for students (ex: ES to MS and MS to HS) as well as broaden pathway offerings to better meet a wide range of student capabilities, needs,

and interests. And, expanding our use of data will help us make increasingly effective in-the-moment instruc-

tional decisions and longitudinal curriculum refinements.

IMPACT REPORT 2023–2024 / THE YEAR OF WELL-BEING

LOOKING AHEAD In continuing to develop and enhance our approaches to personalization, we are prioritizing two key areas for

ongoing attention: the collection of observational data and performance data. Each holds a critical role in sup-

porting teachers to design and deliver instruction that challenges every child and empowers them to thrive as learners at ASB.

processes and practices for students PreK to Grade 12 to self-reflect and report on their own academic growth; and the role of student voice in teacher-parent-student conferences and other exhibitions of learning.

Performance data collection priorities will include introducing systems for collecting and analyzing both internal

Observational data collection priorities will include teams

of teachers regularly looking at classroom-generated data; processes and practices for the analysis of

academic performance data and developing action steps; the ways in which teachers track and respond

to inconsistencies or anomalies in student progress;

and external attainment and growth data and articulating clear action steps for different scenarios; the proactive gathering of data on students regularly performing

above or below grade level and knowing when/if/how

to intervene; and clear processes for further exploring a

child’s needs to ensure that they are being appropriately challenged in all areas.

“

PERSONALLY, I’VE NOTICED ASB’S CONSTANT EFFORTS TOWARDS CUSTOMISED LEARNING PATHS FOR STUDENTS OF DIFFERENT ABILITIES, ENRICHMENT PROGRAMS, AND MORE. A wide range of opportunities are present for any student, whether this is a leadership role on the ASB Newspaper, assistant coach of ASIAC and SAISA sports, STUCO member, being a part of the athletics team council, etc.

These are ways ASB helps students like me build on my passions as a learner.

ANIKA, GRADE 9

STUDENT PERSPECTIVES

“

I THINK THAT BECAUSE I JOINED THE ASB SO YOUNG IN GRADE 4, A LOT OF MY STRENGTHS ARE PRODUCTS OF ASB, SPECIFICALLY THINGS LIKE MY STRENGTHS IN ANALYTICAL THINKING. I’ve been able to succeed in Science classes, Math classes, English classes because of it. Everything we learn sort of involves an aspect of critical thinking, and ever since Elementary School, and Middle School to now High School, I think ASB’s really instilled those in me. Sort of approaches to learning and of course the point that you’re able to succeed in whatever subject you really don’t.

AKBAR, GRADE 11

” AMERICAN SCHOOL OF BOMBAY

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IMPACT REPORT 2023–2024 / THE YEAR OF WELL-BEING

STRATEGIC OBJECTIVE 4

STUDENT VOICE EMPOWER STUDENTS TO DRIVE AND CO-CREATE KEY ASPECTS OF THEIR LEARNING EXPERIENCE STRATEGY At the center of our purpose as a school is our com-

host of outcomes, one of which is to become positive

actions emanate from our Mission, which articulates how

ing Promise: Every student will know and understand

holistic education, we inspire students to learn knowl-

their school experience.

mitment to our students. Our priorities, decisions and

changemakers. This helps us work towards the follow-

we intend to serve the childen of ASB. As a part of our

their profile as a learner, and be able to influence

edge, skills, dispositions and competencies for a whole

1) SOLVE@ASB Inspired by the SOLVE model that originated at the

Massachusetts Institute of Technology (MIT), SOLVE@ ASB uses a design thinking framework within which students develop voice and exercise choice. In March

2024, students collaboratively considered a problem and identified possible solutions that will be implement-

ed in the coming academic year. The outcome was for

students to innovate, connect, and spread joy through this creative approach.

THE DESIGN THINKING FRAMEWORK For each SOLVE@ASB experience, students engage with a design thinking process that helps them explore an issue or topic.

EMPATHIZE In this stage, students seek to understand the user: what are their needs, challenges and goals towards the guiding question?

DEFINE In this stage, students bring the challenge(s)

SCAN TO LAUNCH THE SOLVE WEBSITE

IDEATE In this stage, the students

document

ideas

they have developed that may solve their challenge statements. Students want

to generate a volume and variety of possible solutions,

not worrying about whether the ideas are good or bad.

They are encouraged to think of lots of different ideas before deciding which one to use.

PROTOTYPE In this stage, students develop a goal

that conveys their challenge statement and the solution they have designed to solve it. This stage generally results in a system, process, or product.

TEST In this stage, students test the viability of their

solution. This stage varies based on the type of prototype or goal that was created.

into focus by reviewing the information gathered above and identifying a key focus.

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ELEMENTARY SCHOOL SOLVE

SECONDARY SCHOOL SOLVE

Led by students in Grades 4 and 5, the entire Elementary

This year, our Secondary School students participated

3.0: Solve for SELF by responding to the guiding ques-

thinking. This version of SOLVE

School community of learners embarked upon SOLVE tion: In what ways might we make classroom spaces more comfortable and promote well-being?

Over multiple days, students came together and con-

sidered learning environments across the ES Campus: indoor and outdoor, generalist and specialist, spaces catering to large groups and ones catering to smaller groups of children. Through a comprehensive process of

1 23

idea generation and exploration, a wide range of possible enhancements were identified, including:

DIVERSE PLAYGROUND EQUIPMENT: EXPANDING OUR PLAY G OPTIONS CALMINS: A E AR ATING ULLY CRE UGHTF THO IGNED R DES CES FOITY SPA NQUIL TRA

CLASS PETS TO CALM: INTRODUCING SERENE FISH TANKS ON ALL FLOORS.

in SOLVE 3.0: Empowering well-being through design dove deep into wellness, with

students at the helm of their well-being journeys. They took

SOLVE 3.0 EMPOWERING WELL-BEING

the lead in crafting their own paths to health and wellbeing through various planned activities that took place across the day, in order to answer the question: How might

we begin to understand ourselves and what we need?

Students identified their well-being needs and were able to select from almost 40 offerings in the following cat-

egories: Mind & Spirit, Movement, Nutrition, Relational, and Stress & Sleep. As a follow-up to these engagements, students spent the next month tracking their success towards their well-being targets.

SOLVE 3.0 IN THE SECONDARY SCHOOL

Work is already underway to bring these student-led

initiatives to life, transforming creative concepts and innovative ideas into reality.

SOLVE 3.0 IN THE ELEMENTARY SCHOOL

OUTCOMES So why is SOLVE@ASB fundamental to student learning at ASB? We know that the concepts of ‘voice’ and ‘choice’ are ones easy to say and more important to live.

In particular, this is because we recognize that voice and

choice are critical outputs of a high-quality education.

By explicitly teaching the design thinking framework, we

are giving students a chance to authentically express their voice and exercise choice toward meaningful and personally relevant issues.

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IMPACT REPORT 2023–2024 / THE YEAR OF WELL-BEING

2) STUDENT-DRIVEN PROCEDURES AND PRACTICES The systems and structures set out in schools often

seem as if they are being done to, rather than being done with, students. This can be particularly challenging

when students know the stakes are high, and that these

procedures will have a direct impact on them today and in the future.

Following on from last year’s successful student-crafted

clothing guidelines that are now a part of the Secondary School Handbook, this year the students identified a

desire to shape the academic integrity guidelines that are one of the required documents by the International

Baccalaureate. A group of committed students, teachers and leadership team members collaboratively explored issues related to academic integrity, including the use of

artificial intelligence, adherence to deadlines and course requirements, and the line between collaboration and

collusion. Through a structured process, all voices at

the table were valued and elevated, ensuring balanced participation between students and adults.

LOOKING AHEAD Knowing just how essential the cultivation of voice and

the opportunity for choice are to a rigorous and futurefocused education, we are committed to both expand-

ing and enhancing how students influence their learning experiences at ASB. As we look ahead to next year and beyond, we will endeavor to:

Use design thinking as a framework to promote critical thinking, creativity, and collaboration for all students

Bring students to the table to work as equals with their

OUTCOMES When given the chance to shape this sort of key doc-

ument, students flourished. This is an issue important to them, and they were committed to creating a set of guidelines that would serve them and their peers now

and in the years ahead. They understood the importance of

STUDENTS SHAPING KEY DOCUMENTS

clear and consistent expectations, both in writing and in practice, and took the lead in advocating around new challenges, such as the role of AI in student assessment.

The publication of revised academic integrity guidelines for the 2024-2025 school year will be supplemented by

instruction and reflection about how to adhere to these guidelines in what can be an increasingly competitive and stressful environment.

“

STUDENT VOICE IS IMPORTANT BECAUSE IT’S STUDENTS’ POINTS OF VIEW AND HOW THEY GET TO SHARE IT. AND ASB DEFINITELY ENCOURAGES THIS. I can just see it just walking down

the hallways because in all the videos students are talking and at all the assemblies students are leading and sharing. I also see it in the classroom, if I use my voice to tell the teacher I’m struggling with this or that, it gets fixed and they help me know what to do to make me understand better.

ANDOVAN, GRADE 6

teachers and school leaders to continue shaping studentcentered processes and procedures

Embed learning experiences in personally relevant and

authentic contexts that invite students to be positive

STUDENT PERSPECTIVE

”

changemakers for their communities

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IMPACT REPORT 2023–2024 / THE YEAR OF WELL-BEING

STRATEGIC OBJECTIVE 5

HOST COUNTRY CONNECTIONS ESTABLISH AUTHENTIC CONNECTIONS BETWEEN THE SCHOOL AND OUR HOST-COUNTRY. ASB sees its diversity (of nationalities, cultures, expe-

inquiry and enhancing the lives of others. Enough so to

and value-add to the learning program. It also recogniz-

authentically with our host-country.

riences, personal identifiers, etc.) as a distinct strength

es the special opportunity being located in the vibrant city of Mumbai and country of India provides to enhance and deepen the learning experience of its community.

Connecting authentically with our host country is far more than an opportunity. We see this as a requirement

in order to deliver on the school’s mission of continuous

make it one of our Promises: Every student will engage

STRATEGY ASB’s current program and curriculum already offer a

myriad of scaffolded opportunities to engage with India and its cultures. However, we desire to do more. Two

strategies in particular have received attention in the Strategic Agenda, which build upon existing strengths.

1) INDIA SANSKRITI CENTER The India Sanskriti Center (ISC) launched in April at the

students, faculty, and the parent com-

Curator Sananda Mukhopadhyaya shared the following

being inviting and inclusive ensuring

Elementary School Campus. Prior to the launch, ISC

munity. There will be an emphasis on

about this important strategic initiative:

that every community member feels welcome to explore and learn.

As the India Sanskriti Center evolves from an idea into a physical space with school-wide programming, we are

filled with a profound sense of connection and purpose.

Embedded within the strategic fabric of the school, the

India Sanskriti Center is committed to fostering authentic connections with our host country.

Nestled in the heart of the Elementary School Campus,

the Center’s first physical space will be a platform for dialogue, discovery, and engagement with Indian cul-

ture. From vibrant exhibitions to immersive workshops, captivating performances, and thought-provoking documentaries, the center will facilitate diverse activities for

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2) COMMUNITY AND SOCIAL RESPONSIBILITY ASB’s Community and Social Responsibility (CSR) pro-

CSR Coordinator Seema Kamble, as part of an inten-

aims at creating sustainable and authentic service-based

three-year strategic plan for CSR:

gram is situated within ASB’s mission and core values. It experiences for students in order for them to:

tional program review, mobilized a group to develop a

YEAR 1: SY 2024–2025

Build a strong sense of community and connection at

Laying the foundations for collective understanding

Build a greater awareness of social and environmental

YEAR 2: SY 2025–2026

ASB and with the world outside.

causes / challenges.

Develop agency, skills, and attitudes to create positive change through transformative citizenship and service.

and strengthening the existing CSR program

Diversifying CSR opportunities and building deeper and broader engagements

YEAR 3: SY 2026–2027 Integrating CSR into the curriculum

STUDENT DATA

CONCLUSIONS

In looking at whether we are meeting our Promise, we turn

CSR offers a diversity of options, and participation is

to the Key Performance Indicator Metric: All students

participate in cultural enrichment experiences, and

many students also engage in immersive (deeper) cultural experiences.

The Elementary School, while engaging in CSR activities at each grade, has not yet established a formal program like the one that exists on the BKC campus.

Participation rates at the Middle School are nearly 100%, since CSR is a requirement.

At the High School, CSR participation is strong and is predominantly student-led.

strong. We recognize the need to be more intentional

with CSR in the Elementary School, foster greater participation in the High School, and most importantly, mea-

sure the impact of CSR (both on our students, and on

our partners). In doing so, we’ll better be able to meet the Promise of authentic engagement with our host country.

We also see the need to better align Week Without Walls and Yatra trips to this Promise, and will work to do so.

As the India Sanskriti Center finds its feet, it will begin to complement and supplement CSR programming and

goals. In its own right, the ISC will actively contribute to authentic host-country engagement.

30

How we might continue to…

FOSTER LEARNING AND GROWTH BUILD COMMUNITY AND CONNECTIONS EMPOWER STUDENT LEADERSHIP ENHANCE THE LIVES OF EACH OTHER PROVIDE ACCESS TO RESOURCES AND OPPORTUNITIES CREATE MEANINGFUL AND JOYFUL EXPERIENCES FOR ALL

•

CHALLENGES

STRENGTHS

BASED ON INTERVIEW, FOCUS GROUP, AND SURVEY DATA GENERATED THROUGH THE CSR REVIEW PROCESS, THE FOLLOWING STRENGTHS AND CHALLENGES WERE IDENTIFIED:

How we might futher…

INTEGRATE CSR INTO BOTH CO-CURRICULAR OFFERINGS AND CURRICULUM UNITS INCREASE STUDENT PARTICIPATION DEVELOP SKILLS AND STRUCTURES TO SUPPORT AUTHENTIC COMMUNICATION AND CONNECTION INTRODUCE A MORE DIVERSE RANGE OF CSR ENGAGEMENTS EXPAND PARENT AND COMMUNITY CSR PARTICIPATION

IMPACT REPORT 2023–2024 / THE YEAR OF WELL-BEING

15

LADAKH EXPEDITION Leh, Ladakh

SERVICE AND ADVENTURE TRIPS

TIBET IN INDIA

Dharamshala, Himachal Pradesh

RAFTING IN THE HIMALAYAS Rishikesh, Uttarakhand

ART & ARCHITECTURE Ahmedabad, Gujarat

KERALA SERVICE

NAGALAND CAMPING Khonoma, Nagaland

LOOKING AHEAD

Kovalam, Kerala

With the program review behind it, CSR will begin

implementing its improvements. As the plans for the upcoming academic year take shape, collaboration becomes paramount—both within the school and

with local partners. Over the coming months, the India Sanskriti Center will delve into the rich tapestry of Indian

textiles, music, and community celebrations. Middle and

High School students will immerse themselves in the melodies of Indian cinema and classical traditions. At the same time, parents will have the chance to interact

with artisans, exploring India’s rich weaving traditions firsthand. Furthermore, efforts to engage with the broader city community through the lens of social and

environmental responsibility are underway, ensuring our commitment to the local context.

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“

ASB TEACHERS ARE ALWAYS WILLING TO HELP. When I’ve had a lot going

on, my teachers have noticed and checked on me. There are also a lot of teachers who are there to listen and I’m able to share anything with them…I think that a lot of ASB teachers in general have that kind of relationship because they’re able to connect with the students really well. —ARHAN, GRADE 8

At ASB, we intend to develop a professional culture in which the learning experiences we provide to adults foster self-directedness, have personal relevance, support the school mission and strategic agenda, and prioritize both outcomes and processes.

Balancing personal needs and institutional needs is an

important consideration when planning for professional learning. The design of learning experiences and the

gathering of data about levels of success need to be

mission-aligned, support the strategic priorities of the school, and consider outcomes and processes most

”

1) J O B - E M B E D D E D PR O FE S S IO N A L L E A R N ING EXPE R IE N C E S are at the core of our collaborative

structures and practices. We believe that each profes-

sional conversation we engage in provides a chance to grow for all those involved. When they come together, teams and departments set task priorities as well as

identify areas for collective growth, ensuring that they maximize their capacity to write curriculum, develop

assessment processes, refine instructional approach-

es, and become more effective collaborators. We strive

for an environment of professional excellence, in which staff can measure and celebrate the ways in which they

are growing through their day-to-day work. This year, job-embedded professional development experiences have included:

relevant to each team and/or individual.

Building collaborative skills, systems, and practices

To help us set priorities and measure progress, we have

Refining curriculum, assessment, and instructional

identified 3 types of professional learning experiences that drive our approach to adult learning.

practices aligned to IB PYP and IB DP reauthorization Innovating through the use of AI and new technologies

ADAPTIVE SCHOOLS FOUNDATION WORKSHOP

2) PR O G R A M M AT IC A N D STR ATEG IC PR O FESS IO N A L

L E A R N IN G

EXPE R IE N C E S

ensure we

can operationalize how we implement our mission at the classroom level. By using our big-picture priorities to frame learning experiences for staff, we can translate our long-term aspirations into actions that impact

our students today. We look for school-wide links and points of connection, mapping out and supporting staff

development through the work of consultants, task force and action team working groups, and targeted learning

experiences that support institutional priorities essential

to our identity. This year, programmatic and strategic professional development experiences have included: Elevating DEIJ systems, structures, and mindsets Developing PreK–12 mathematics, science, language acquisition, and personalization programs

Becoming adaptive and agile as an organization

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IMPACT REPORT 2023–2024 / THE YEAR OF WELL-BEING

PROFESSIONAL LEARNING 3 ) SE L F -SE L ECT E D A N D SPECI AL I Z E D PR O FE SSIONAL L E ARNIN G EXPE R I E N CE S empower staff

to develop personalized capabilities that attune to their

individual learning journeys. These experiences build on the strengths of educators and support them in working towards the professional goals they have set for the year.

We are committed to ensuring that every employee has the opportunity to become more skilled in current best practices related to their role and responsibilities at ASB,

and support a wide range of learning experiences that promote action, reflection, and growth.

Staff participation in nearly 300 individual professional learning experiences in areas such as wellbeing, safe-

guarding, coaching, leadership development, conflict resolution, and analyzing and using data

Organizations staff have engaged with include AAIE, NESA, IB, PTC, ISTE, AIELOC, SENIA, NFI, TESOL,

longstanding leaders in the realm of professional development and adult learning

Over 80 staff members completed the Adaptive Schools

This year, the self-selected and specialized professional learning experiences have included:

Foundation Course, a core framework for cultivating

agility and fostering collaborative practices within our dynamic educational setting

Staff presented at workshops and conferences globally,

as well as welcoming colleagues from around the world to events hosted by ASB

UN-PLUGGED 2024— Leveraging our innovative mindsets and harnessing our human capabilities This year we welcomed the return of one of ASB’s hallmark professional development events, the ASB Un-plugged Conference. This was the seventh

iteration of the conference during which over 100 global educators, along with our own ASB staff, engaged in keynotes, hands-on learning institutes,

and teacher presenter workshops that explored how we might leverage innovative mindsets and harness our

1. ARTIFICIAL INTELLIGENCE

Across the six conference strands, participants

2. DESIGN THINKING

connected to the mission, vision and values of ASB,

3. EMPOWERING OUR STUDENTS

ty is to the types of professional conversations we

4. CENTERING DEIJ 5. WELLNESS AT THE HEART 6. LEVERAGING COMMUNICATION THROUGH COACHING

SCAN FOR CONFERENCE HIGHLIGHTS

human capabilities.

reiterating how essential our organizational identi-

foster. Designed to stimulate meaningful dialogue

during the event as well as foster connections to

continue building future-focused learning environments long after the conference ends, Un-Plugged also gave ASB staff an opportunity to showcase how they are engaging with topics important to like-minded colleagues working in international schools around the world.

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“

AS A PARENT, I FEEL INCREDIBLY GRATEFUL TO BE PART OF THE ASB COMMUNITY. IT IS A WARM, INCLUSIVE, AND DIVERSE ENVIRONMENT THAT VALUES EVERY CHILD’S UNIQUE STRENGTHS AND BACKGROUND. The collaborative spirit among students, parents, and educators fosters a sense of belonging and mutual support. I appreciate the school’s commitment to innovation and personal growth, which helps our children develop into well-rounded individuals. The ASB community truly feels like a second family, providing both our children and us with a supportive and enriching experience.

N ATA SH A P I N T O , PA RENT

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IMPACT REPORT 2023–2024 / THE YEAR OF WELL-BEING

PARENT COMMUNITY For the first time in a few years, we reached out to our

Analyzing the comments from the parent satisfaction

tions ranged from the academic to the social-emotional

parental expectations, concerns, and areas of suggest-

community with a general satisfaction survey. The quesexperience, from co-curricular programs to communica-

tion. The data gathered allows the leadership team to make adjustments to what gets its attention and resulting

actions. Though the response rate fell short of historical numbers, and thus made the data statistically unreliable, we can nevertheless glean some useful insights.

survey across various grade levels reveals insights into

ed improvement for the school. The comments touch on various aspects, including academic rigor, personalized learning, communication with parents, inclusion of local

culture and languages, outdoor and extracurricular activities, and the emotional well-being of students. Here’s a collated analysis based on key themes that emerged.

WHEN WE ASKED PARENTS, “WHAT IS ONE ASPECT YOU WOULD CHANGE ABOUT ASB?” AI PRODUCED THE FOLLOWING SUMMARY FROM THEIR RESPONSES. ACADEMIC FOCUS AND RIGOR

EXTRACURRICULAR ACTIVITIES AND EXPOSURE

• Personalized Learning: Across grade levels, there’s

• Outdoor and Real-world Learning: Parents suggest

a strong call for more personalized or individualized learning approaches.

• Academic Rigor: Several parents expressed

increasing outdoor activities, field trips, and real-

world exposure to enhance learning experiences and personal growth.

concerns about the perceived lack of academic

• Cultural and Local Inclusion: The desire for a more

be well-prepared for future educational transitions,

and demographics is evident, with suggestions for

countries or higher grades within the same system.

Indian students in the classroom mix.

• STEM and Language Programs: There’s a repeated

EMOTIONAL AND SOCIAL WELL-BEING

rigor and depth, noting that their children might not

inclusive environment that represents local culture

particularly when moving to schools in other

incorporating local history, culture, and more local

request for stronger emphasis on STEM (Science,

Technology, Engineering, Mathematics) as a regular

part of the curriculum and for improvements in world language programs, especially French.

COMMUNICATION AND SUPPORT

• Feedback and Communication: Parents seek more

• Emotional Support and Social Integration: Emotional growth and well-being are highlighted as crucial,

with parents appreciating efforts to support students’ social and emotional development. However, there

are calls for more proactive measures to help new or

transitioning students integrate and bond with peers.

frequent and detailed feedback on their children’s progress, including direct communication from teachers and access to assessments beyond standard tests like MAP.

• Support for Learning: There’s a notable concern

about the need for additional support in subjects where students struggle, both in school and with resources for home learning.

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35

The feedback from parents on ASB’s higher purpose re-

a community and a platform for holistic development,

role beyond providing an outstanding education. Parents

individuals prepared to make meaningful contributions

flects a broad and nuanced understanding of the school’s view ASB not just as an educational institution but as

emphasizing the importance of fostering well-rounded to the world. Below is a synthesis of the core themes.

WHEN WE ASKED PARENTS, “HOW WOULD YOU DEFINE ASB’S HIGHER PURPOSE?” AI PRODUCED THE FOLLOWING SUMMARY FROM THEIR RESPONSES. COMMUNITY AND WELL-BEING

INCLUSIVITY AND ACCESSIBILITY

• Community Hub: ASB is seen as a community for

• Support Across Abilities: The school is recognized

both transient and permanent families, providing a

supportive environment where students and parents alike can find belonging and support.

for its inclusivity, offering support for students with

various academic strengths and challenges and an environment where every child can thrive.

• Emotional & Social Development: Parents appreciate

• Global Platform: Parents acknowledge ASB’s status

students, highlighting the school’s role in nurturing

attracting a diverse student body and offering a

ASB’s focus on the happiness and well-being of confident and emotionally resilient individuals.

as an institution that stands on a global platform,

quality of education and facilities that keeps it at the forefront of international education.

GLOBAL CITIZENSHIP & CULTURAL INTEGRATION

• Changemakers and Global Citizens: There’s a strong emphasis on preparing students to be

changemakers, with an awareness of their roles

within a global community and a commitment to contributing positively to society.

• Cultural Understanding: Encouraging students

to engage with and appreciate diverse cultures,

especially the host country’s culture, is viewed as a crucial aspect of ASB’s higher purpose.

LEADERSHIP AND COMMUNITY SERVICE

• Leadership in Education: ASB is seen as a leader in international education, with a commitment to

adopting best educational practices and a dedication to diversity, equity, inclusion, and justice (DEIJ).

• Service and Engagement: The school is valued for its efforts to engage students with the wider community through service and social engagement, aiming to instill a sense of responsibility and empathy.

EDUCATIONAL EXCELLENCE AND BEYOND

FUTURE READINESS

• Holistic Education: While academic excellence

• Preparation for Real-world Challenges: Parents

remains a priority, parents value the holistic

approach to education at ASB, where personal growth, creativity, and character building are equally important.

• Lifelong Learning and Curiosity: ASB’s mission

includes inspiring a love for lifelong learning and

nurturing curiosity, critical thinking, and problemsolving abilities in students.

believe ASB’s role extends to preparing students

not just for university but for real-world challenges, ensuring they are equipped with the skills, values, and drive to succeed and stand for their values.

COMMUNICATION AND FAMILY ENGAGEMENT

• Engagement with Families: Parents desire more

opportunities to engage directly with the school

and their children’s education, suggesting that ASB

could enhance its communication strategies to better involve parents in the educational journey.

36

•

IMPACT REPORT 2023–2024 / THE YEAR OF WELL-BEING

2023–2024 PARENT VOLUNTEER HIGHLIGHTS Parents volunteer time, talent, and resources that are fundamental to our community spirit. Each year, the contributions of our parents help build a sense of connectivity and are at the heart of what makes ASB a warm and welcoming place.

Parents gave of their time and expertise as:

As volunteers, these parents have made a sustained

COMMUNITY INTEREST CLUB COORDINATORS

BOARD OF TRUSTEES MEMBERS PARENT-COMMUNITY ASSOCIATION REPRESENTATIVES GRADE LEVEL REPRESENTATIVES

80+

PARENT VOLUNTEERS IN 2023–2024

PARENT AMBASSADORS

commitment to advocating for the mission and values

FESTIVAL OF NATIONS BOOTH ORGANIZERS

are so important to student success.

GUEST SPEAKERS IN OUR HOST COUNTRY AND WELLNESS SPEAKER SERIES

of ASB and nurturing the home-school partnerships that

“

AT ASB, WE’RE ALL ABOUT EQUITY, DIVERSITY, AND INCLUSION FOR EVERYONE IN OUR COMMUNITY. BY LEARNING AND GROWING TOGETHER, WE’RE TRYING TO UNDERSTAND OURSELVES AND EACH OTHER BETTER, SO WE CAN CREATE A WELCOMING AND VALUED ENVIRONMENT FOR EVERYONE. Through their curriculum, activities, and community events, they focus on building understanding and empathy. ASB listens to each other, share stories, and learn from the diverse experiences. By doing so, ASB hopes to build a strong, supportive community where everyone can thrive.

RAINA JOSHI, PARENT

AMERICAN SCHOOL OF BOMBAY

” •

37

“

ASB’S CSR PROGRAM HAS BEEN INSTRUMENTAL IN SHAPING MY PERSONAL AND PROFESSIONAL JOURNEY. IT TAUGHT ME THE IMPORTANCE OF EMPATHY AND COMMUNITY ENGAGEMENT, VALUES THAT HAVE DEEPLY INFLUENCED MY LIFE. One significant example of this impact is my involvement with the CSR club Magic4Kids during my time at ASB. As part of this club, I volunteered every Thursday at Tata Memorial Hospitals, where I taught magic to children undergoing chemotherapy. This experience not only brought joy to these children but also taught me valuable lessons in resilience and compassion. These values have continued to guide me beyond my school years and have become the foundation of my approach to work and life. Today, I am proud to carry forward these values in my workplace by actively participating in our CSR initiatives. By doing so, I aim to make a positive impact in the broader community, much like ASB did for me.

A A SH AY SA N G H V I, CLA SS OF 2 0 1 8

38

•

”

IMPACT REPORT 2023–2024 / THE YEAR OF WELL-BEING

ASB GRADUATES SINCE 1990, ASB alumni have continued to live the

Because they know first-hand the value of the education

a global community, our graduates have demonstrated

for our community and remain committed to supporting

ASB mission in their lives beyond graduation. Forming the values and beliefs embedded in an ASB education and have shown themselves to be lifelong learners in a

range of fields and professions. Below, you can see the

various types of degrees ASB graduates go on to pursue at universities around the world.

they received at ASB, our graduates are ambassadors

our students today. Each fall, recent graduates return to campus and lead a question and answer session for

the Grade 12 students in which they share experiences about the university application process, transition to university, and what it’s like to be a university student.

SELECTION OF MAJORS FROM 2020–2024 GRADUATES ACCOUNTING

ENVIRONMENTAL ENGINEERING

ACTING APPLIED MATH

MATHEMATICS MEDIA & COMMUNICATION

ENVIRONMENTAL SCIENCE

MEDIA PRODUCTION

ARCHITECTURE

EUROPEAN & INTERNATIONAL LAW

ART AND DESIGN

FASHION MANAGEMENT

MUSIC

BIOCHEMISTRY

FILM & TELEVISION

NEUROSCIENCE

BIOMEDICAL ENGINEERING

FILM PRODUCTION

PHYSICS

BUSINESS ADMININSTRATION

GLOBAL LIBERAL STUDIES

POLITICAL SCIENCE

CHILD STUDY & HUMAN DEVELOPMENT

GRAPHIC DESIGN

PRE-LAW

HISTORY

PRE-MED

COMPARATIVE LITERATURE

HUMAN BIOLOGY

PSYCHOLOGY

COMPUTER SCIENCE

INTERNATIONAL POLITICS

SCREENWRITING

CONTEMPORARY MUSIC WRITING & COMPOSITION

INTERNATIONAL RELATIONS

STATISTICS

INTERNATIONAL STUDIES

STUDIO ART

ECONOMICS

KINESIOLOGY

SUSTAINABLE DEVELOPMENT

ELECTRICAL ENGINEERING

LITERATURE

THEATER

ENTREPRENEURSHIP

MARKETING

TRANSFORMATION DESIGN

MICROBIOLOGY

SCAN TO VIEW THE ASB HIGH SCHOOL PROFILE

6%

CANADA

52% USA UNIVERSITY ACCEPTANCES 2020–2024

19% UK

3%

REST OF EUROPE

5% 5% NETHERLANDS

6%

FRANCE

EAST & SOUTHEAST ASIA

2% INDIA 2%

AUSTRALIA

AMERICAN SCHOOL OF BOMBAY

•

39

“

SCHOLARS: I IN ROOM. CONSID WHO HELPED L THE ONES WHO MORE…OR SCRO

They are the ones who i you to believe in yourse generosity, and shared d Manto wrote: you are no “a canvas where dream into the wide world with open to learning and co each of you, and thank

SAR ITA PE R E IR A , A S B FA

“

STANDING UP HERE IS THE FINAL CHECKPOINT IN WHAT HAS BEEN A GRUELING YET EQUALLY REWARDING JOURNEY. A JOURNEY CHARACTERIZED BY UNCERTAINTY, GROWTH, AND PERSEVERANCE… Here are some life lessons from the class of 2024: Prioritize that which is important…Be as prepared as you can…And trust yourself…What I cannot express in words, even if given all the time in the world, is my gratitude to my fellow classmates for making the past three years truly remarkable. I cannot wait to see all the amazing feats that will be accomplished by each and every one of you.

ZAR A R K A R I M , C L A SS OF 2 0 2 4

”

NVITE YOU TO LOOK AROUND THE DER ALL THE PEOPLE AROUND YOU LIFT YOU TO THIS MOMENT. THEY ARE O NAGGED YOU TO STUDY A LITTLE OLL A LITTLE LESS…

invested in you, believed in you, and hopefully taught elves. The energy in the room is electric; it manifests love, delight. Savour it…As lauded writer Sadhaat Hassan ow on the threshold of endless possibilities, your lives are s and realities intertwine”. Your next assignment is to go h humility, integrity, determination and kindness. Remain ontinue to teach and lead by example…Congratulations to you for everything.

A C U LT Y

”

ASB CLASS OF 2024 RAJ AGARKAR RIYA AGRAWAL AHMAD HADIF AZIMAN AHMAD ZUWAIRI NAVYA BANGA SAKET BANSAL ISSAC BIJU KRISH CHOKSI PREM GALANI SANA GANDHI PIETER GLORIOSO PALAASH GOYAL EMIR IMANOV ARJUN IYER ANAYA JAIN HARSHITA JINAGA ZARAR KARIM KARAMVIR KHANNA AANYA KOCHHAR ARIANAH LALJI SHREYA NARANG ANSHUMANN NEVATIA BERNARDO PIMENTEL HREHAAN ROSHAN SCHENELLE SALDANHA KABIR SALUJA MAAHI SANGHAVI VEDANTH SATWALEKAR TANVI SEKHSARIA DEV SHAH SAMARA SHAH NIRVAAN SIDHWANI YEONGDONG (DANIEL) SON JOHAN SORENSEN ASHVATH SRINIVAS AMYRA SURI ANIKA WELING VALENTIN WIGISHOF

Learn more at asbindia.org

ELEMENTARY CAMPUS

Commercial 2, Tower 4, Kohinoor City, Off LBS Marg, Kurla (W), Mumbai 400070 +91 22 6131 3600

SECONDARY CAMPUS

SF2, G Block, Bandra-Kurla Complex Road, Bandra (E), Mumbai 400051 +91 22 6272 7272