Impact Report 2024-25

IMPACT

REPORT 2024–2025 THE YEAR OF CREATIVITY & INNOVATION

“

WHEN WE STARTED DESIGNING INDIAN TEXTILE MOTIFS, I DIDN’T JUST SEE A TIGER OR A PEACOCK ANYMORE — I SAW SYMBOLS OF SOMETHING SPECIAL TO THE COUNTRY. GRADE 4/ 5 STU D E N T

”

IMPACT REPORT

2024–2025 CONTENTS

FROM THE HEAD OF SCHOOL

02

FROM THE BOARD

03

2024–2025 AT A GLANCE

04

YEAR OF CREATIVITY & INNOVATION

06

STRATEGY IN ACTION

08

GRADE 4/5 MULTI-AGE PROGRAM

10

IB DIPLOMA PROGRAM AT ASB

14

WELL-BEING

18

SOLVE 4.0

23

COMMITMENT TO SAFEGUARDING

24

INDIA SANSKRITI CENTER

26

COMMUNITY FEEDBACK

30

PROFESSIONAL LEARNING

38

CELEBRATING THE CLASS OF 2025

40

LOOKING AHEAD

42

IN MEMORIAM

44

LETTER FROM THE HEAD OF SCHOOL The 2024–2025 school year marked an exciting chapter for the American School of Bombay. Now in its 43rd year, we are pleased to present this second edition of the annual Impact Report—an evolving tool for transparency, reflection, strategy and improvement. This year, we center our work around a powerful theme: The Year of Creativity & Innovation.

At ASB, we recognize that preparing our students for an unpredictable future requires more than foundational or factual knowledge—it demands the ability to think creatively, adapt fearlessly, and innovate with purpose. Throughout this year, the school’s Strategic Agenda has been activated through experimentation, student-led design, and reimagined teaching and learning practices across the school.

As with last year’s inaugural edition, this report serves dual purposes. First, to hold ourselves accountable to our mission through clear metrics and meaningful evidence. Second, to fuel institutional growth by analyzing what’s working, what needs attention and

new strategies, and what we’ve learned along the way.

Each area of focus identified for this report includes a blend of both Big Data and Rich Data—quantitative indicators and human stories—that together form a more complete picture of impact.

The reader will see that creativity and innovation have not been confined to the arts or technology, but have extended into our approaches to well-being, inclusion, pedagogy, student voice, and community connection. These efforts reflect ASB’s commitment to fostering future-ready learners—resilient, imaginative, and deeply empowered.

Thank you for joining us on this journey. Your trust and partnership are the foundation on which our innovative community thrives.

Be well,

Dr. Paul Richards Head of School

LETTER FROM THE BOARD As we conclude the academic year, on behalf of the ASB Board of Trustees, I am proud to support the second edition of ASB’s Impact Report. Building on last year’s foundation, this publication has quickly become an important part of how we assess progress, communicate oucomes, and remain accountable to our mission, vision and values.

Through the lens of our Strategic Agenda and its deliverables, this report presents honest insights and clear direction. It demonstrates how we continue to evolve as a learning organization—one that prioritizes student success, invests in professional development, and listens closely to our community.

This year’s theme, the Year of Creativity & Innovation, speaks to ASB’s dynamic spirit. It reflects not only our students’ inventive thinking and risk-taking, but also the forward-thinking approaches embraced by our educators and leadership team. Across academics, the arts, technology, community partnerships, and well-being initiatives, ASB has fostered a culture where new ideas are nurtured and where meaningful change is possible.

our families—thank you for your trust, engagement, and continued belief in ASB.

I extend my deepest thanks to Dr. Richards and the leadership team, the Board of Trustees, and the ASB staff for their vision and tireless commitment. And to

Let this report serve as both a reflection and an invitation—to innovate, to collaborate, and to strive together toward even greater possibilities.

Warm regards,

Jennifer Devidayal Board President AMERICAN SCHOOL OF BOMBAY

•

3

24–

FIRST DAY OF SCHOOL

08

09

DIWALI

10

COMMUNITY WELCOME

ASB MASTERCHEF

ASIAC ARTS FESTIVAL

SHARK TANK

EAGLES DAY

11

12 HS YATRA & MS WEEK WITHOUT WALLS

FESTIVAL OF NATIONS

–25 2024–2025

THE YEAR AT A GLANCE

01

02

DAVID WALLIAMS VISIT

SAISA COMPETITIONS

70+ ACTIVITIES LAUNCH FOR SEMESTER 2 CCA

ES AND MS/HS SOLVE 4.0 EVENTS

DISNEY FUTURE SCHOOLS

03

HOLI CELEBRATION

04

05 INCREDIBLE INDIA

PYP EXHIBITION

CLASS OF 2025 GRADUATION

24– INTRODUCTION

ASB’s tradition of identifying a ‘year of’ theme offers students and staff the opportunity to dive deeply into an aspect of schooling and amplify this focus area across various initiatives. This year’s theme, Creativity and Innovation, served as a catalyst for change, with several projects leveraging creative thinking and innovative approaches to positively impact student learning and organizational culture.

This commitment to innovative programming, creative design, and forward-thinking initiatives is a part of the DNA of the institution, and it’s been an exciting year of seeing how our students, staff, and parents have contributed to the next iteration of how ASB invents and re-invents what learning looks like to ensure that today’s students are prepared to address tomorrow’s challenges.

ACTION RESEARCH PROJECTS Middle and High School teachers were challenged to em-

brace a spirit of bold experimentation and discovery with

an eye toward the future of education. Invited to bring forth a transformative idea that supports student growth and greater humankind, they explored an idea that aligned with ASB’s commitment to nurturing every child’s poten-

tial, our shared community mission, and the anticipated needs of our students in the future. Students offered their insights through SOLVE 4.0, and in the summary showcase staff considered what new ideas might be valuable for our community and what opportunities might arise for

Innovation in our early childhood education includes designing experiences that connect young learners

to the world around them in meaningful and developmentally rich ways. This year, Pre-K students par-

ticipated in hands-on rice planting on the Secondary School campus, exploring systems of growth, sustainability, and interdependence. By working in

the soil, planting seedlings, and observing the early stages of cultivation, our youngest learners engaged

all their senses and turned abstract ideas into con-

crete, memorable learning moments. This kind of experiential education supports their academic understanding and nurtures curiosity, responsibility, and environmental awareness from an early age.

6

•

IMPACT REPORT 2024–2025

HYDROPONICS RICE FARMING

the future of learning at ASB.

–25

ming or tent ntirely

2024–2025

YEAR OF CREATIVITY & INNOVATION

ASB FEATURED IN THE FUTURE SCHOOLS It was exciting to be a part of season 2 of the JioHotstar series The Future Schools, which showcases schools

across India that are building future-focused educational experiences for students. In our feature episode, ASB students, educators, parents, and alumni share insights into

ASB’s dynamic, forward-thinking approach to education,

highlighting our innovative teaching and learning practic-

SCAN TO WATCH THE EPISODE

es for a national audience.

3

4

NO DISCLOSURE REQUIRED.

draft AI tools may dents tasks, but stu , for non-graded dify, evaluate mo y ntl ca nifi must sig outputs.

AI-generated all ne refi d an ODU CTIO N.” G THE INTR ISTE

2

AI FOR PLANNING

AI tools are not permitted at any stage of the work. Students rely solely on their own skills and understanding.

AI FOR G DRAFTpoIN nt rtions of conte NOT E: “AI ASS

1

NO AI

GENERATIVE AI USE CONTINUUM AT ASB

D IN DRA FTIN

AI FOR NT out the CONyTbeE used through

I GUID A E V I T A R GENE USE D FOR

CON TEN T CRE

FULL T EGRA INT free ls may be used

NOTE: “AI WAS USED FOR BRAINSTORMING.”

AI tools ma t ded tasks, bu process for gra ight and provide overs students must o the n creativity int integrate huma . ion iss final subm N.” NOT E: “AI WAS

5

AI tools may assist in brainstorming or organizing ideas but not in content creation. Final work must be entirely student-generated.

ATIO

AI too ativity, or productivity, cre restrictions. with minimal to ensure is still required e. us e rat cu ac C NOT E: “AI WAS

ELINES

Knowing that AI is a powerful resource for learners today,

continuum, students receive instructions, and then support,

guidelines has supported students to appropriately use AI

learning how AI can help them broaden thinking and better

the development and implementation of generative AI tools in different classes and subject areas according to the requirements for specific assignments. At each stage of the

to leverage AI in productive and effective ways, ultimately demonstrate understanding of various content and concepts in an ethical and responsible way.

AMERICAN SCHOOL OF BOMBAY

•

7

USE D FOR

[SPE CIFI

24– SUSTAIN AN INCLUSIVE EXPERIENCE

ELEVATE WELL-BEING

Belonging sits at the heart of our community’s work, and this year’s stra-

We have seen parents and st

realized through the work of restorative practices. Staff, students, and

projects and launching club

tegic focus on building connections and fostering an ethical climate was

parents alike have had experiences as participants in circles, workshop attendees, and circle leaders, helping to promote our whole school com-

mitment to proactive and responsive dialogue. We have continued to

think about how safety, security, and success are all indicators of an inclusive community and how we can empower connection through empathy and care.

CALIBRATE INDIVIDUALIZED LEARNING This year, the intersection of curriculum development,

assessment practices, and instructional strategies has been visible across subject areas and divisions.

Through-school strategic initiatives have inspired opportunities for development and growth in mathematics, science, and physical education, with teachers expanding the ways that they personalize learn-

ing experiences within a framework of standards and benchmarks and through the application of holistic approaches to learning skills.

8

•

IMPACT REPORT 2024–2025

year’s strategic work on we

across these constituency g

support individual and institu

harmony and partnership has

area central to our short, me

–25 2024–2025

STRATEGY IN ACTION

G

EMPOWER STUDENT-DRIVEN LEARNING

tudents in particular take the lead in this

Whilst Solve 4.0 served as an exemplar for how ASB brings together principles

bs that bring well-being initiatives to life

multitude of examples showcasing student leadership in action. Student Council

ell-being, engaging in tactical task force

groups. Continued attention to how we

utional well-being goals with a sense of

s been effective in keeping this strategic

edium, and long-term planning.

of design thinking and practices to promote student voice, the year included a leaders are vocal about changes they want to bring to better the learning experiences of their peers and continue to develop skills of agile, collaborative leadership. The recently launched Eagles Empowerment Collective provides a new space within which students can lead community dialogue on issues and build a culture of advocacy and inclusion.

ESTABLISH HOST-COUNTRY CONNECTIONS Having just celebrated its one-year anniversary, the India Sanskriti Center is established as a hub for authentic ex-

periences and engagements with our local and national cultures. Increased collaboration with teachers means

that students are making connections through the cur-

riculum and growing their perspectives about Mumbai

and India in relevant and developmentally appropriate ways. Field trips and multi-day immersive experiences

continue to be refined to ensure that students get ample opportunities to learn about the beauty and diversity of our host country.

AMERICAN SCHOOL OF BOMBAY

•

9

GRADE 4/5 MULTI-AGE PROGRAM MULTI-AGE CLASSROOMS: A COMMITTMENT TO INNOVATION AND IMPACT

MULTI-AGE CLASSROOMS MIRROR THE REAL WORLD, WHERE INDIVIDUALS OF DIFFERENT AGES LEARN, COLLABORATE,

in our Grade 4/5 model that go beyond a traditional, single grade-level approach.

AND GROW TOGETHER. THESE CLASSES PROVIDE STUDENTS WITH OPPORTUNITIES TO LEARN AT THEIR OWN PACE, DE-

OVER A DECADE OF DISCOVERY

VELOP LEADERSHIP SKILLS, AND FORM MEANINGFUL RELA-

For more than a decade, ASB has been researching and

TIONSHIPS THAT BUILD CONFIDENCE AND WELL-BEING.

refining multi-age approaches. Our Elementary School campus was intentionally designed with multi-age learning

At ASB, our commitment to student-centered learning

in mind, as educators at the time were actively engaged

ucational approaches. Multi-age classrooms are one such

concept. While multi-age learning has long been a part of

social-emotional development, and the overall learning ex-

dedicated multi-age class for 4th and 5th graders during the

we continuously assess to ensure it delivers meaningful

reaffirming the benefits of flexible, personalized learning

year, we have explored the opportunities that are created

grade-level structures.

drives us to explore, implement, and evaluate innovative ed-

in research, development, and thought leadership on the

approach, designed to enhance academic achievement,

our Pre-K and co-curricular programs, we introduced a

perience. This is not just a model we believe in—it is one

2021-22 school year. The results exceeded expectations,

impact. To better understand this impact, during this school

experiences that honor student development over rigid

10

•

IMPACT REPORT 2024–2025

GRADE 4/5 MULTI-AGE PROGRAM

BY THE NUMBERS: STUDENT GROWTH & LEARNING (STUDENT QUANTITATIVE DATA) To assess student growth over time, we analyzed both academic and social-emotional data using multiple assessment tools, ensuring validity through comparisons with international benchmarks.

ACADEMIC DATA SET CONCLUSIONS

For academic growth, we used Measures of Academic Progress (MAP) assessments, which track student achievement in

reading, math, and language usage. We examined school-wide trends from 2016 to the present and followed individual

student trajectories. For instance, we tracked the progress of current 7th graders who began in Grade 3, analyzing their growth through single-grade and multi-age experiences in elementary school before transitioning to middle school. Our MAP scores reflect the diversity of our student body, including those who are beginning to learn English, students with a wide range of learning challenges and neurodiversity, as well as those who achieve well above grade-level expectations.

198 207

211 219

216 228

207 213

214 222

218 233

194 200

200 204

211 217

203 208

207 212

213 218

197 203

204 208

213 217

203 219

209 215

216 220

FALL SPRING

FALL SPRING

FALL SPRING

FALL SPRING

FALL SPRING

FALL SPRING

FALL SPRING

FALL SPRING

FALL SPRING

FALL SPRING

FALL SPRING

FALL SPRING

FALL SPRING

FALL SPRING

FALL SPRING

FALL SPRING

FALL SPRING

FALL SPRING

AVERAGE GRADE 4/5 RIT SCORES IN MATH, READING, AND LANGUAGE

GRADE 4 22–23

23–24

24–25

GRADE 4

GRADE 5 22–23

23–24

24–25

22–23

MATH

23–24

24–25

GRADE 4

GRADE 5 22–23

23–24

24–25

READING

22–23

23–24

24–25

GRADE 5 22–23

23–24

24–25

LANGUAGE

The MAP data analysis underscores the positive impact

understanding. Reading and Language Usage also benefit-

Students exhibited accelerated progress in Math, Reading,

perienced a plateau after transitioning back to single-grade

of ASB’s multi-age classroom model on student growth. and Language Usage during Grades 4 and 5, with lower-

performing students making the most substantial gains.

High achievers continued to excel, demonstrating that the model supports a broad range of learners.

Math showed the most consistent and sustained growth in

RIT scores, suggesting that the individualized, flexible ap-

proach in multi-age classrooms fosters deeper conceptual

ed, particularly in Grades 4 and 5, though some students exclassrooms. The data suggests that the peer-driven and

collaborative nature of multi-age learning environments plays a key role in student success.

Cohort analysis further supports these trends, indicating that students who experienced the multi-age model from

the start maintained stable growth trajectories beyond elementary school.

AMERICAN SCHOOL OF BOMBAY

•

11

GRADE 4/5 MULTI-AGE PROGRAM MULTI-AGE LEARNING THROUGH THE LENS OF CURRENT GRADE 6 STUDENTS

The students who comprise ASB’s Class of 2031 provide an interesting insight into the Grade 4/5 multi-age experience, having been the cohort that most recently completed its Elementary School journey in this model. This year, we did a

correlational analysis of years spent in the Grade 4/5 multi-age program at ASB, feelings about the program, internal classroom-generated performance outcomes, MAP scores, and Wayfinder responses, coupled with reflective qualitative comments from students, to gain insights into our current Grade 6 students’ experiences in our multi-age program.

The graphic below presents the relative strength of different correlations between these various data points. All correlations examined demonstrate significance, meaning the correlations are not due to chance, and nearly all correlations are statisti-

cally small/weak. The analysis includes both positive and negative correlations, providing insights into how these data can

inform curriculum revision, program development, and transitional priorities. When looking at the table, you will see that the majority of correlation points indicate some type of positive correlation, and there is a moderate positive correlation between the Wayfinder averages taken in February and the attitudes of the 6th graders towards the multi-age program.

SIGNIFICANT (P<0.05)

VERY SMALL CORRELATION (0.0–0.09)

SMALL CORRELATION (0.1–0.3)

MEDIUM CORRELATION (0.3–0.5) LARGE CORRELATION (0.5–1.0)

VARIABLES WITH CORRELATION

TYPE OF CORRELATION

Years in Program vs. Feelings about Program MAP Reading results vs. Feelings about Program MAP Language results vs. Feelings about Program

POSITIVE

Wayfinder Avg. Results Aug. vs. Years in Program Wayfinder Avg. Results Feb. vs. Years in Program Class Grades Average Results vs. Feelings about Program

NEGATIVE

MAP Math Results vs. Feelings about Program Wayfinder Avg. Results Aug. vs. Feelings about Program ATL Average Performance vs. Years in Program Class Grades Average vs. Years in Program MAP Math Results vs. Years in Program MAP Reading Results vs. Years in Program MAP Language Results vs. Years in Program

POSITIVE

ATL Average Performance vs. Feelings about Program

NEGATIVE

Wayfinder Avg. Results Feb. vs. Feelings about Program

POSITIVE

None

When asked how the multi-age classroom helped them

able working with a variety of people, building higher adapt-

cluded that it helped them work with various people, they

that students shared they became more comfortable at

feel more prepared for middle school, common themes inlearned skills and knowledge from older peers, some men-

tioned they got better at managing their time and workload, and some mentioned they felt more confident about their learning. Nine out of 32 students said that they didn’t feel the multi-age classroom made a difference in helping them

prepare for middle school, and a few mentioned they were happy to see their friends and make more friends.

Students were also asked how learning with students from different grades helped them socially. Many felt that they made more friends, had more social interactions, and expanded relationship building, and they felt more comfort-

12

•

IMPACT REPORT 2024–2025

ability and social confidence. Another common theme was

helping others and asking for help, honing better collab-

oration and communication skills. A few shared that they felt sad when friends moved up grade levels or when they

moved campuses and four stated they felt no social impact.

The best things about multi-age learning, according to the

current Grade 6 cohort, included having more friends and a

larger group of people to interact with, building connections across grade levels, being able to seek help from older stu-

dents and/or help younger ones, collaborating with peers of different ages, and having the same teacher for two years.

GRADE 4/5 MULTI-AGE PROGRAM SOCIAL-EMOTIONAL DATA SET AND CONCLUSIONS

For social-emotional development, we utilized the Pupil Attitudes to Self and School (PASS) assessment to measure

changes in student confidence, engagement, and well-being over time. This data provided insights into how the multi-age model supports a positive school experience and fosters resilience.

FREQUENCY

FEELINGS ABOUT SCHOOL

PERCEIVED LEARNING CAPABILITY

SELF-REGARD AS A LEARNER

PREPARED FOR LEARNING

ATTITUDES TO TEACHERS

GENERAL WORK ETHIC

CONFIDENCE ATTITUDES IN TO LEARNING ATTENDANCE

RESPONSE TO DEMANDS

OVERALL

82

41.6

35.2

53.6

32.8

48.4

58.8

44.2

46.5

57.2

BOYS

45

41.2

36.4

66.3

31

33.4

40.3

52.1

53.7

61.8

GIRLS

37

43.7

34.1

51.1

34.6

44.6

57.8

43.6

39.1

38.2

YEAR 4

2

16.1

19.4

33.3

8

72

10.1

11.3

32.5

22.9

YEAR 5

20

44.8

38.7

53.8

45.8

48.8

39.5

56.2

49.2

41.6

YEAR 6

60

51.2

41.8

52.5

39.3

35.5

60.3

60.5

55.1

53.6

The multi-age model demonstrates significant benefits,

gain confidence, they may still require additional support

students. Over time, learners develop a stronger sense of

habits, and time management.

particularly in fostering confidence and self-regard among

themselves as capable and competent, with the most no-

in executive functioning skills such as organization, study

table growth observed in Winter 2025. This trend reinforces

Younger students first transitioning into our multi-age envi-

ment cultivates a positive learning mindset.

initial self-regard and work ethic indicate a need for more

the idea that sustained engagement in a multi-age environ-

While overall work ethic improves as students spend more time in the program, preparedness for learning has shown

some inconsistencies. This suggests that while students

ronment appear to experience some challenges. Their lower structured support as they adjust. However, they seem to adjust quickly and eventually excel. The longer students are

in multi-age they are increasingly able to meet curriculum demands, demonstrating resilience and adaptability.

LOOKING FORWARD TO 2025-2026 Next Steps Sustaining the strong academic growth observed requires

peer mentorship, and includes structured onboarding ex-

Language Usage. Leveraging data-driven approaches to

work habits from the start. The transition from Grade 5 to

refining instructional strategies in Math, Reading, and

optimize student groupings, while balancing individualized support with peer collaboration, will be key to ensuring all learners continue to thrive.

periences may help build confidence and establish strong Grade 6 also remains a critical focus, as concerns persist regardless of whether students come from a multi-age or single-grade classroom.

While confidence and self-regard improve over time,

We remain committed to refining, strengthening, and ex-

focus. Targeted interventions in organization, time manage-

continues to elevate student learning and personal growth.

strengthening executive function skills remains an area of ment, and study habits may help equip students with essential skills for academic success.

For younger students transitioning into the multi-age model, a structured approach could be beneficial. Developing a

transition plan that fosters a sense of belonging, provides

panding the Grade 4/5 instructional model to ensure that it This exploration has reaffirmed our dedication to a student-centered, future-ready education—one that nurtures

academic excellence, fosters deep connections, and en-

sures every child benefits from the personalized learning they need to thrive.

AMERICAN SCHOOL OF BOMBAY

•

13

IBDP

14

•

IMPACT REPORT 2024–2025

THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME AT ASB— HOW ASB’S APPROACH TO THE IBDP IS A VALUE-ADDED FOR LEARNERS ASB HAS BEEN OFFERING THE IBDP SINCE 1998 , and our experience with the program is reflected in the growth our stu-

dents continue to show, both during their time at ASB and long after they graduate. We believe this long-standing part-

nership works so well because our missions are deeply aligned. As you can see above, both ASB and the International Baccalaureate value continuous inquiry, service to others, and a commitment to lifelong learning.

INDIVIDUALIZED PATHWAYS THROUGH

With such a substantial number of courses available to stu-

dents, ASB is able to cater to the aspirations of students

SUBJECT OFFERINGS Despite being a relatively small school, we punch well above

desiring to pursue post-secondary degrees in the liberal

there were 40 students taking the IBDP, with our course

niche pursuits such as study at music conservatories or

languages, individuals and societies, and the sciences, we

much choice to students as possible, and at the same time

exposure to and engagement with an array of disciplines

offer to ensure that the range of what is available continues

our weight regarding subject offerings. In the Class of 2025,

arts, practical sciences, STEM and STEAM programs, and

catalog offering 21 different subjects. In the arts, world

film schools. The school remains committed to providing as

provide students with a number of options that give them

is responsible in annually reviewing the list of courses on

within each group.

to align with the aspiration of ASB learners.

2024–2025 HIGH SCHOOL COURSE OFFERINGS ASB offers students a wide range of course options across multiple disciplines. In addition to courses taught by ASB faculty, students can enroll in online courses facilitated by a host of accredited providers. Those in Grades 9 and 10 can opt to take AP courses online.

ENGLISH English 9 English 10 IBDP English A: language and literature (HL or SL) IBDP Language A: literature school- supported self-taught (SL only) WORLD LANGUAGES French Novice French Intermediate French Intermediate Mid French Intermediate High French Advanced IBDP French ab initio (SL) IBDP French B (HL or SL) Spanish Novice Spanish Intermediate Spanish Intermediate Mid Spanish Intermediate High Spanish Advanced IBDP Spanish ab initio (SL) IBDP Spanish B (HL or SL)

SOCIAL SCIENCES

ARTS

World History 1 World History 2 IBDP Business Management (HL or SL) IBDP Economics (HL or SL) IBDP Global Politics (HL or SL) IBDP History (HL or SL) IBDP Psychology (HL or SL)

Choir Music Technology Performing Arts Visual Arts Wind Ensemble (Band) IBDP Music (HL or SL) IBDP Theater (HL or SL) IBDP Visual Arts (HL or SL)

SCIENCE

OTHER COURSES AND ELECTIVES

Integrated Science 1 Integrated Science 2 IBDP Biology (HL or SL) IBDP Chemistry (HL or SL) IBDP Computer Science (HL or SL) IBDP Physics (HL or SL) IBDP Sports, Exercise and Health Science (HL or SL)

Physical and Health Education 9/10 Creative Coding Digital Media & Design Making the Future Online Learning (selected from a range of online providers) Design your own course Theory of Knowledge and Core Seminar

MATHEMATICS Integrated Math 2 (Essentials) Integrated Math 2 Integrated Math 3 (Essentials) Integrated Math 3 IBDP Mathematics: applications and interpretation (SL) IBDP Mathematics: analysis and approaches (HL or SL)

SCAN TO VIEW THE 2024 ASB HIGH SCHOOL PROFILE

AMERICAN SCHOOL OF BOMBAY

•

15

IB DIPLOMA PROGRAM AT ASB CAS: A VEHICLE FOR EDUCATION BEYOND

Community and Social Responsibility (CSR) is a hallmark

of ASB’s student experience and is frequently mentioned

THE CLASSROOM At ASB, our commitment to education beyond the class-

by both current students and graduates as a memora-

core. CAS—Creativity, Activity, and Service—isn’t an add-

Expectations are high when it comes to CSR engagement,

what they care about, and how they want to engage with

to launch an individual CSR project:

room comes to life through the CAS component of the IBDP

ble, and often transformational, part of the IBDP as ASB.

on to academics; it’s where students explore who they are,

with students needing to demonstrate the following in order

the world. Whether they’re designing a mural, running a beach clean-up, starting a rock band, or volunteering with a

KEY REQUIREMENTS

local NGO, students are encouraged to follow their interests

DEMONSTRATE COMMITMENT TO A UNIQUE CAUSE

of opportunities available—and the freedom students have

PLAN AND EXECUTE REGULAR CSR ACTIVITIES

and take initiative. What sets ASB apart is the sheer range

to shape their own experiences. The depth and breadth of

PRODUCE A FEASIBLE PROJECT PROPOSAL

CONDUCT RESEARCH AND PLANNING FOR THE INITIATIVE

CAS at ASB reflect the diversity of our students and the

ENSURE THE INVOLVEMENT OF TEAM MEMBERS

school’s belief that learning happens everywhere, especially

REVIEW AND REFLECT ON PROJECT EFFECTIVENESS

when it’s meaningful, challenging, and student-driven.

ASSESS SHORT AND LONG-TERM IMPACT

In the spring, Grade 11 students complete comprehensive

Students are expected to follow these guidelines to ensure

ress to date in this central component of the IBDP and iden-

with the school’s CSR objectives. This type of real-world

they continue with CAS into Grade 12. These recent conver-

context of the IBDP, setting them up for success at univer-

CAS interviews with supervisors, reflecting on their prog-

their CSR project is impactful, well-organized, and aligned

tifying ways they might continue to develop their skills as

experience prepares students for life beyond the academic

sations highlight the transformative potential of CAS, with

sity and beyond.

periences that lead to growth. This has already been done

ALUMNI VOICES SPEAK TO THE POWER OF

years of high school. However, I trained in the offseason

This spring, feedback was collected from 50 ASB alumni

finals. Furthermore, my Yatra in the river Ganga helped me

perience stuck with them—not just because of the program

in school, but did not have a bond with. This led me to un-

included graduates from as early as 2005 right up to 2024,

perspectives on life.”

possible, personal, and worthwhile. Our alumni talked about

one student reflecting that they “hoped to achieve new exwith SAISA soccer, as I didn’t make the team in my first two

THE IBDP AT ASB

and ultimately helped us come in fourth place in the semi-

who completed the IBDP, showing just how much the ex-

make many new connections with people I met every day

itself, but because of how it was done at ASB. Respondents

derstand people better and gain knowledge about different

and what comes through is that ASB made the IBDP feel

My first experience with discourse analysis was through my IB Language and Literature course, and almost 10 years later, I am still putting those fundamental language analysis skills to practice in my MPhil dissertation at the University of Cambridge.

Grateful to have had teachers who were willing to take creative risks. It definitely encouraged us to think critically and be curious about the world.

Make the most of CAS opportunities as they can prove very useful beyond college/university! Many job opportunities I have come across brought up my volunteer work as an area that they highly valued.

CLASS OF 2016

CLASS OF 2016

There is so much more to take away from the IB beyond academics. The skills you learn in regards to analysis and problem solving will take you so much further in your university career than you can imagine!

CLASS OF 2012

16

•

IMPACT REPORT 2024–2025

ASB and the IBDP were some of the best things to ever come my way. The quality of the education and the opportunities it gave me changed my life.

Thank you for all you do ASB faculty!

CLASS OF 2015

IB DIPLOMA PROGRAM AT ASB the support they got from teachers, the freedom they had

“THE IB-DP PREPARED ME WELL FOR THE DEMANDS OF UNIVERSITY”

27

to explore their own interests, and the school’s focus on balance and well-being. Elements like the Extended Essay

and Theory of Knowledge were meaningful not just because

50

RESPONSES

they’re part of the IBDP Core, but because of how teachers

13

1 LOW

reflection. Alumni said the IBDP helped them learn how to

manage time, think clearly, and push through challenges,

2

1

at ASB made space for deep thinking, conversation, and

7

5 HIGH

“THE IB-DP PREPARED ME WELL FOR THE DEMANDS OF WORK”

and they expressed that they were glad ASB helped them do that in a way that felt human. Over half of the respondents received university credit for their IB work, and the

23

50 RESPONSES

average ratings show they felt well prepared for what came

2

1

next. But more than that, their words make it clear: the IBDP at ASB wasn’t just a tough program, it was something that

9

13

1 LOW

helped shape who they are.

5 HIGH

LOOKING FORWARD TO 2025-2026 Purposeful Accountability AS WE FOSTER PURPOSEFUL ACCOUNTABILITY FOR STAFF AND STUDENTS ALIKE, a deeper review of the opportunities

for improvements in our IBDP will continue into the upcoming school year. This will help us ensure that our program evolves and challenges future cohorts of ASB learners.

A number of ASB teachers work as IB workshop leaders

and DP examiners, both of which serve as opportunities for tailored professional learning. Expanding our pool of International Baccalaureate Educators (IBE), along with

maintaining and growing Mumbai connections for teachers

There are an infinite number of ways that we can use leverage time as a key resource in instruction, and will explore a variety of models for organizing instructional time and scheduling structures to support student learning.

of niche subjects will help us provide the best possible experiences in every course.

As we make these improvements, we want to ensure that we communicate them clearly to our constituents and hold

This year, we will pilot having separate sections for Higher

Level (HL) and Standard Level (SL) courses in some subject areas to monitor the implications for students and explore the potential of expanding the pilot to additional subject groups.

ourselves publicly accountable. In addition to the ASB

Program of Studies, we will be expanding our publication of

IBDP specific overviews, including scope and sequences,

as well as links to IBDP guides and internal timelines for major deadlines to students and families.

Below is a collection of illustrative quotes from Alumni respondents that demonstrate the impact of the IB DP at ASB on their experiences as high school learners, university students, and professional employees.

I hope ASB continues to support wellbeing of students with opportunities for sports, music and social activities to balance out academic studying. Only after the IBDP coursework was over and I was doing exams, I properly realised how demanding and what a busy time it really was while completing it.

CLASS OF 2014

Enjoy the IB Diploma! I know it feels hard at the time but it is truly the most impactful learning you will do in your life. The level of breadth and depth you will cover will not be rivaled in university, and the instructors you have (and they care they have for you) are something you will never again in your life receive. The program makes you extremely wellrounded, and ASB executes it better than most.

CLASS OF 2015

The holistic nature of the IB Diploma Program at ASB (especially CAS) helps it stand out over academics.

CLASS OF 2005

AMERICAN SCHOOL OF BOMBAY

•

17

18

•

IMPACT REPORT 2024–2025

WELL-BEING AT ASB, WE BELIEVE WE ARE UNIQUELY POSITIONED TO CONNECT ALL THAT WE DO TO WELL-BEING. Student suc-

cess is about more than academics. Schools of the future will nurture the whole person. When students feel safe, sup-

ported, and seen, they are more engaged in learning, more resilient in the face of challenges, and better prepared to thrive in life beyond the classroom.

Well-being is not a soft add-on to the education of the students under ASB’s care—it is a foundational standard. Our aim is not simply for students to cope or survive, but to

thrive. Thriving means more than the absence of distress; it encompasses physical health, emotional stability, a sense

of purpose, strong relationships, and the ability to navigate life with confidence and joy. It leads to health, happiness, and (holistic) success.

We define thriving as a dynamic state of well-being where individuals experience growth, fulfillment, and resilience across three core domains: their relationship with self, with others, and with what Arthur C. Brooks calls The Good Life. This holistic view ensures that well-being is not fragmented, but integrated into every part of a student’s school experience and a staff member’s professional experience.

RELATIONSHIP WITH SELF

RELATIONSHIP WITH THE GOOD LIFE

Thriving begins with knowing and caring for oneself. We

Thriving also requires a connection to something larger—a

cultivate this through the following dimensions:

sense of direction and contribution beyond the self:

PHYSICAL HEALTH

PURPOSE & MEANING

The capacity to maintain a strong, energized body through

Feeling that one’s life and actions matter, and are aligned

proper nutrition, exercise, rest, and healthy lifestyle choices.

with personal values and goals.

MENTAL HEALTH

CONTRIBUTION & SERVICE

The ability to think clearly, manage stress, make informed

Engaging in actions that benefit others and the broader

EMOTIONAL HEALTH

This comprehensive definition of thriving guides our pro-

decisions, and adapt to life’s challenges with resilience.

The skill to recognize, understand, and regulate one’s emotions while developing empathy for others.

CULTURAL HEALTH (BELONGING)

A sense of belonging and identity, where one feels seen, val-

ued, and respected in one’s cultural and personal identities.

community, fostering a sense of responsibility and empathy.

grams, policies, and daily practices at ASB. It reflects our belief that students and staff flourish not just when they

excel academically or professionally, but when they are

grounded in well-being—within themselves, with each other, and in their vision for the future.

RELATIONSHIP WITH OTHERS Well-being is social. Thriving includes forming meaningful, respectful, and supportive relationships with peers, teach-

ers, and the wider community. This dimension fosters skills

in communication, collaboration, conflict resolution, and compassion—qualities essential for healthy communities and lifelong friendships.

AMERICAN SCHOOL OF BOMBAY

•

19

WELL-BEING ASB’S INSTITUTIONAL WELL-BEING MODEL & STRATEGIES TO SUPPORT IT While individuals are the beneficiaries of well-being efforts, ASB aims to establish an institutional approach to facilitating health, happiness, and success. Well-being is not the

responsibility of a single person, department, or initiative—it

must be embedded in the very fabric of the school’s culture, systems, and leadership. There is ample work to be done in this regard at ASB, as this represents a significant shift in mindset and practice for schools. It calls us to redefine suc-

cess, elevate care as a core educational value, and design a learning environment where every individual—student and adult—can truly thrive.

The 2024-2025 school year saw many strategies employed via ASB’s PIE model–Prevention, Intervention, Education.

These included:

A wide menu of activities for students and staff, including pickleball, sound healing, yoga, and much more.

THE

1 2 3 4

8 DOMAINS OF WELL-BEING

MENTAL

Being alert, feeling focused, competent, and able to fulfill work, solve problems, have fun, and reframe negative cycles of thought

RELATIONAL

5 6 7 8

PHYSICAL

Recognizing the need for physical activity, healthy foods, and sleep, as well as preventing or managing illness and injury

ENVIRONMENTAL

Developing positive and supportive interpersonal and community connections. Feeling safe to be one’s authentic self, equipped with conflict resolution skills for solution-focused problem-solving

EXISTENTIAL

Finding and fostering a sense of meaning and purpose

Having good health by occupying a pleasant, stimulating environment that supports one’s well-being

CULTURAL

Accepting, valuing, and celebrating the different cultural ways people interact with the world

EMOTIONAL

FINANCIAL

Successfully handling life’s stresses and adapting to change during difficult times

Meeting basic needs and managing resources for the short- and long-term

Skill-building sessions for students and staff, coming in the form of Advisory, self-defense seminars, the Elementary

School’s social-emotional curriculum, and mindfulness in

HEALTH RISK ASSESSMENT

the athletics and classroom settings.

ASB piloted a Health Risk Assessment (HRA) platform

Education courses for adults, including positive parenting

ed a questionnaire, entered medical information and data,

(Wellsource) for its staff to mixed results. All staff complet-

courses and mindfulness-based stress reduction.

and gained access to a private and confidential dashboard

Individualized Coaching opportunities through Positive

cancer, diabetes, obesity, mood, brain health, nutrition. The

medical or mental health data is collected from individuals.

aged to follow up with their health providers for areas of

Training fifty-plus adults as Restorative Practices

the overall health risk for ASB as a group.

Intelligence (PQ) trainers, and in-house followup when

that gave them risk scores across various categories: heart,

HRA provided a bevy of resources, and staff were encourconcern. It also allowed ASB’s leadership team to assess

“Champions”, and exposing all staff to the framework, to

support developing ASB’s capacity to resolve conflict in a healthy way and promote a relational culture.

0

WELL-BEING DOMAINS Subsets of a comprehensive framework of well-being at ASB MENTAL RELATIONAL EXISTENTIAL EMOTIONAL PHYSICAL ENVIRONMENTAL CULTURAL FINANCIAL

20

•

1

WELL-BEING INVENTORY Tools that collect valuable data on individuals and groups

2

WELL-BEING INTERVENTION CYCLE DATA COLLECTION Secure and confidential safeguarding of personal and group data

MEDICAL OBSERVATIONAL SELF-REPORTING Waypoints PASS HRA

IMPACT REPORT 2024–2025

UNDER DEVELOPMENT

3

DATA ANALYSIS Drawing conclusions based on Thriving or Health Risk Metrics ALL TOOLS UTILIZED

4

DATA DASHBOARD A single ‘scorecard’ that organizes an individual’s data and analysis WELLSOURCE

5

W-B INTERVENTIONS Matching evidence-based well-being strategies with individual or group need CURATED, DYNAMIC, ENGAGEMENT MENU Activities Coaching Courses

WELL-BEING THE STORY THE GEC STUDENT DATA TOLD

As expected, there are specific areas in need of attention

ASB chose to become one of a few international schools

and growth:

Equality Collective (GEC), a nonprofit organization in the

• I CAN BE MYSELF HERE.

to pilot the comprehensive surveys offered by the Global United Kingdom with the mission to foster belonging and inclusion in schools. For schools like ASB, partnering with the GEC means gaining access to a wide array of tools,

• I HAVE AT LEAST ONE ADULT I CAN SPEAK HONESTLY TO. • I CAN TALK TO ANYONE IN THE CLASSROOM. • I HAVE BEEN LEFT OUT OF THINGS HERE BECAUSE I AM

audits, and best practices that help build inclusive cultures

where all members of the community feel safe, respected,

“ME.” • THE BEHAVIOR OF OTHER STUDENTS HERE IS GOOD.

and empowered to succeed.

• THERE IS A TEACHER HERE THAT LOOKS LIKE SOMEONE

All students from Grade 3 up to Grade 12 took the

• I FEEL ‘SEEN’ IN THE CURRICULUM. THE CURRICULUM

ning six categories: Belonging & Well-being, Culture,

• STUDENTS LIKE ME GET CHOSEN FOR KEY ROLES HERE.

IN MY FAMILY.

multi-question GEC survey. Data was collected span-

Representation, Safety, Diversity, and Inclusion. The overall

HERE IS DIVERSE AND REPRESENTS ME.

• IF ANOTHER STUDENT UPSETS ME, I KNOW AN ADULT

and subcategory results show areas of strength:

HERE WILL HELP ME. • IF A MEMBER OF STAFF WAS TO UPSET ME, I KNOW WHO WOULD HELP ME.

• I BELONG HERE.

• ALL STUDENTS ARE INCLUDED HERE.

• I ENJOY BEING A STUDENT HERE. • TEACHERS HERE HELP ME DO MY BEST.

Once the data was analyzed, the GEC tailored recommen-

• TEACHERS LISTEN TO WHAT I HAVE TO SAY.

dations across four areas: Practice and Policy (e.g. ensur-

• I AM ENCOURAGED TO BE INDEPENDENT HERE.

ing safe places exist), Collaboration (e.g. promoting student

• I FEEL SAFE HERE. • I LEARN ABOUT PEOPLE WHO ARE DIFFERENT TO ME. • WE ARE ENCOURAGED TO THINK ABOUT THE WHOLE

recommendations and find opportunities to make improve-

• I KNOW WHAT RACISM AND ANTI-RACISM ARE. • I BELIEVE MY LEARNING NEEDS ARE FULLY SUPPORTED. • WE FOCUS ON WELCOMING AND INCLUDING EVERYONE.

I can be myself here.

66%

CULTURE

53%

REPRESENTATION SAFETY DIVERSITY INCLUSION

empathy in adults), and Communication (e.g. promoting student voice). In the new school year, ASB will take these

WORLD AND HOW OTHER PEOPLE LIVE IN IT.

BELONGING

leadership and activism), Education (e.g. students fostering

ments across programs and curricula to positively impact personal well-being, and to foster a culture of belonging.

I belong here.

All students are included here.

18%

49%

16%

23%

23%

29%

22% 20%

66%

I know what racism and anti-racism are.

I can talk to anyone in the classroom.

14% 13%

82% 77%

I am encouraged to be independent here.

16%

5% 7%

I feel safe here.

I have at least one adult I can speak honestly to.

AMERICAN SCHOOL OF BOMBAY

•

21

WELL-BEING The STAFF WELL-BEING Task Force put targeted attention

SPOTLIGHT ON WELL-BEING TASK FORCES ASB empowered three distinct working groups across stu-

onto nutrition. Working with a gut health nutritionist who

took on various projects and initiatives of their own choos-

with Sodexo (ASB’s food service provider) to swap out un-

dent, staff, and parent domains. These groups organically

visited campus several times per month, we collaborated

ing, and saw positive impact.

healthy ingredients and to offer more healthy snacks, fewer

The STUDENT WELL-BEING Task Force initiated several proj-

tox water station proved especially popular. The Sugar Free

through its engagement with Fielding International on a new

and small-group consultations were well received.

from the summer break, several quiet pods will be distribut-

ASB elevated PARENT WELL-BEING to equal footing with

carb-heavy snacks, and a farm-to-table salad bar. The de-

ects, with student study pods receiving institutional support master plan for the secondary campus. When we return ed across the school for student use.

Challenge Week happened campus-wide in May. Individual

student and staff well-being with the creation of the Parent

Well-Being Club. This group was run by parents for parents, and sought to create a culture of connection among ASB’s

transient, culturally diverse population, providing opportu-

nities for meaningful connection and wellness exploration.

It engaged over 150 parents over 3 months in 10 exciting well-being events, ranging from sound healing to breathwork to gut-healthy meal planning for busy families.

-

IA

PA

RE

TIV

E

WELL

ING AT A

SB

BE

N T INI

T

LOOKING FORWARD TO 2025-2026 Continuity and Innovation OUR GOALS FOR THE ACADEMIC YEAR AHEAD REFLECT BOTH CONTINUITY AND INNOVATION.

Embedding the Health Risk Assessment practice in the

Human Resources domain–offering a mental health assessment, and promoting positive interventions based on data.

Sustaining popular during- and after-school well-being activities and engagements.

Implementing a restorative practices framework for students.

22

•

IMPACT REPORT 2024–2025

Continuing to administer the GEC survey to begin collecting longitudinal data, and actioning responses to what we learned this school year.

Establishing a phone-free environment for all elementary and middle school students, and possibly high school students.

Continuing to evolve Advisory in middle and high schools, and social-emotional content at the elementary school.

SOLVE 4.0 IN THIS YEAR OF CREATIVITY & INNOVATION , we engaged

In the elementary division, all of its students embarked

a dynamic, student-driven initiative that challenges learners

nature soundscapes, and green space mapping—sparking

across the two campuses in the 4th edition of Solve at ASB,

on nature-based provocations—such as sensory walks,

to explore, innovate, and take action on real-world issues.

curiosity and creativity before diving into solution-building.

nated in showcases where students presented their ideas

In the middle and high divisions, 300 students across

This year’s Solve 4.0, which ran for a week in March, culmiand solutions to their peers and teachers.

seven grade levels collaborated in Action Teams, tackling

Our elementary, middle, and high school students engaged

ecosystems, biophilic design in classrooms, and fostering

in design thinking and action-oriented problem-solving.

challenges like AI-enhanced learning, sustainable urban student leadership.

The goal of Solve 4.0 was for students to engage deeply with real-world challenges, develop innovative solutions, and create tangible artifacts to pitch their ideas.

SCAN TO LAUNCH THE SOLVE WEBSITE

SCAN TO WATCH THE VIDEO SUMMARY OF SOLVE 4.0 IN THE ELEMENTARY SCHOOL.

THIS YEAR’S EDITION was built upon

previous editions, catalogued on the Solve at ASB webpage. In the new

academic year, Solve will get a refresh

to reverse some lagging participation and enthusiasm from some students.

Design thinking is a critical future-ready

skill, so we want every ASB student to

embrace the process and experience the fun in creating new things!

AMERICAN SCHOOL OF BOMBAY

•

23

COMMITMENT TO SAFEGUARDING Every student deserves to feel safe, valued, heard, and supported. Our commitment to student support, which includes safeguarding (child protection), is an ethical one that is central to our mission.

A CULTURE OF INCLUSION AND SUPPORT

ELEMENTARY SPOTLIGHT: DOUBLING DOWN

ASB embraces its role as an inclusive school. Inclusion is

ON COUNSELING SUPPORT

ment to valuing, empowering, and supporting the individ-

at the Elementary School with the addition of a second full-

both an attitude and an approach. It is an ongoing commit-

The 2024-25 school year marked a step forward in support

ual learning needs of all students. We aim to provide stu-

time counselor. This expansion has already had a transfor-

dents access and engagement in our inclusive environment through the removal of barriers that may lead to exclusion;

assuring that all viable support systems are available, provided, and maintained.

Our support structure spans a full continuum of services, from universal strategies that promote well-being for all students to highly individualized support for those with more

specific needs. Whether through learning support, English

language learning services, or robust counseling programs, ASB continuously seeks to meet students where they are, honoring their identities, backgrounds, and aspirations.

A HOLISTIC SAFEGUARDING FRAMEWORK Safeguarding at ASB is built into the fabric of school life.

Our approach is proactive, preventative, and guided by a

comprehensive safeguarding framework that aligns with global best practices. The safety and well-being of our students is ensured through clearly articulated policies, ongo-

ing staff training, transparent reporting mechanisms, and an unwavering commitment to child protection.

Looking toward the next school year, we will deepen our

mative impact. With two counselors, we have been able to

shift to an even more proactive model of social-emotional learning (SEL). Counselors now embed SEL more system-

atically into the curriculum, collaborate more closely with teachers, and deliver more consistent classroom and small group lessons.

KEY ENHANCEMENTS HAVE INCLUDED:

Increased capacity for individual student check-ins and targeted interventions.

Expanded support for students during transitions, such as moving from Pre-K to Kindergarten or Elementary to Middle School.

Greater availability for real-time emotional and behavioral interventions and support.

Improved implementation of a tiered support model.

More robust communication & collaboration with families.

safeguarding capacity through a variety of initiatives, in-

Developing plans to roll out ISCA social-emotional learning

and procedures, and improvements to documentation sys-

framework, and expanding partnerships with mental health

cluding formal staff training sessions, audits of our policies tems. We continue to uphold the principle that safeguard-

ing is everyone’s responsibility—from board members and school leaders to faculty and support staff.

24

•

IMPACT REPORT 2024–2025

standards, to pilot Character Strong as a counseling professionals for community-wide benefit.

COMMITMENT TO SAFEGUARDING We know that school can be an emotionally scary place no

DATA SPOTLIGHT The Global Equality Collective (GEC) survey–administered

matter the grade of a young person. We are pleased that

sight into the degree to which students feel safe at ASB,

However, we want every single child to feel safe, throughout

to all students from Grade 3 and up–has given us some in-

the overwhelming majority of students feel safe at ASB.

and to the extent that they will seek help if needed. The

the school day, so they can thrive and grow.

results are mixed.

In response to the concerning data that infers that a critical mass of students across all grade levels do not have at

least one adult at school they can access for support, the

OVERALL STUDENT FEELINGS PREK–12

three divisions have dug deeper by mapping the actual connections each student has. This has allowed staff to aug-

“I FEEL SAFE HERE.”

ment support, reach out to individual students to establish a deeper connection, and enhance SEL curricula (in morn-

ing meetings, counselor sessions, advisory, and elsewhere).

We’ll continue to monitor these indicators.

POSITIVE

NEUTRAL

NEGATIVE

%

%

%

13

“THERE IS AN ADULT HERE I CAN TALK TO IF SOMETHING IS WORRYING ME.”

5

POSITIVE

NEUTRAL

NEGATIVE

%

%

%

82

20

16

64 LOOKING FORWARD TO 2025-2026 Strengthening Systems and Leadership THE UPCOMING YEAR HOLDS EXCITING DEVELOPMENTS

ONBOARDING NEW DIRECTOR OF STUDENT SUPPORT

THAT WILL FURTHER OUR MISSION OF INCLUSIVE, SAFE,

This new leadership role will coordinate PreK–12 systems of

AND SUPPORTIVE LEARNING.

student support, ensuring alignment and oversight.

SAFE INTERVIEWING & RECRUITING TRAINING

WELCOMING SCHOOL PSYCHOLOGIST FULL-TIME TO CAMPUS

All staff on the front lines of interviewing students or recruit-

This will allow ASB to expand its capacity for assessment,

ing staff will undergo training by Encompass Safeguarding.

intervention, and staff consultation.

AMERICAN SCHOOL OF BOMBAY

•

25

“

BANDHINI DOTS LOOK LIKE STARS. PR E K ST UDE NT

”

26

•

IMPACT REPORT 2024–2025

INDIA SANSKRITI CENTER NOW IN ITS SECOND YEAR OF OPERATIONS, the American

Our school’s commitment to providing opportunities for

our strategic agenda in establishing host country connec-

Indian culture and, in the process, to learn about their own

School of Bombay’s India Sanskriti Center is a key pillar of tions within our community. As the India Sanskriti Center’s physical space has evolved into a truly flexible and integrat-

ed exhibition area, even more impactful have been the many ways it has supported the teaching and learning programs for Elementary, Middle, and High School students.

students, staff, and parents to explore the many facets of unique identity remains steadfast. We believe that the India

Sanskriti Center is a meaningful and important window into this exploration, encouraging and inspiring each of us to be curious, open-minded, and reflective.

The India Sanskriti Center emerges as both a physical and virtual space to deepen roots, encourage empathy, and build connections for members of the American School of Bombay community with our host country. The Center will extend local networks, positively influence our curriculum and programs, and promote the development of global citizenship mindsets for students and adults alike. Through experiences ranging from introductory to immersive, the India Sanskriti Center will expand knowledge and nurture attitudes that celebrate India’s rich heritage, culture, and languages.

FALL 2024 EXHIBITION

SPRING 2025 EXHIBITION

•

•

HANDSPUN HISTORIES—

TALES IN TEXTILES—

COTTON, SILK, WOOL, AND JUTE

DYEING, EMBROIDERY, PRINTING, & WEAVING

These materials, deeply intertwined with India’s cultural and

From the vibrant handlooms of Gujarat to the luxurious silks

economic fabric, have shaped the nation’s identity for thou-

sands of years, serving as a testament to the skill, creativity, and labor of its artisans. From the cultivation of cotton and

rearing of silkworms to the weaving of wool and the crafting of jute, each step of production requires a mastery honed

over generations. The painstaking handiwork—SPINNING ,

DYEING , WEAVING —brings to life a material history essential

to daily life and central to India’s artistic and cultural narrative.

of Varanasi, from the delicate embroidery of Kashmir to the bold block prints of Rajasthan, each region preserves a

legacy intricately woven with its history, rituals, and landscapes. Through DYEING , EMBROIDERY, PRINTING and WEAVING , this exhibition traced textile traditions as storytellers—

echoing the past while threading new meanings into India’s contemporary cultural fabric.

AMERICAN SCHOOL OF BOMBAY

•

27

INDIA SANSKRITI CENTER During the 2024-2025 academic year, the India Sanskriti Center focused on catalyzing inter-departmental collaborations through the lens of host-country connections.

COMMUNITY & SOCIAL RESPONSIBILITY (CSR)

The Grade 4/5 Multi-age students engaged in a CSR project with students from NGO partner Mumbai Mobile Creche.

This collaboration was shaped in response to the NGO’s interest in exploring puppetry, with students taking a deep dive into the world of Avatars from Indian Mythology and puppet-making techniques.

SCIENCE

Grade 8 science students explored the cultural history and scientific properties of organic dyes used in Indian textile traditions, with classes focusing on the science behind dyes—their sources, reactions, and applications—and highlighting how natural dyes have long been central to Indian textile practices. The Grade 8 students then took the lead in sharing their learning with Grade 6 and 7 peers.

Together, students dyed fabrics using iconic dyes from India like Indigo and Madar and experimented with techniques such as batik and tie-dye (bandhani).

CLASSROOM CONNECTIONS

Across the Elementary School, several concept-based interventions have been rooted in the Indian cultural context and aligned with each grade’s Unit of Inquiry. These have been closely tied to the Sanskriti Center’s ongoing exhibition and curricular explorations through-out the year.

We have identified core concepts within the curriculum— such as production processes, identity, community, and sustainability—and invited experts to facilitate workshops and share their experiences.

PERFORMING ARTS

Middle and High School band students explored Indian music-inspired compositions as part of their school concert repertoire. This journey was enriched by visits from expert musicians who introduced students to traditional instruments, rhythmic structures, and the cultural roots of the pieces they were performing. In Elementary School, students continued exploring Indian performing arts through songs in Indic languages.

DESIGN & TECHNOLOGY

Grade 4/5 Multi-age students immersed themselves in research and hands-on explorations around the study of motifs found in Indian textiles. Building on their discoveries, they used an iPad-based design app to translate motifs into digital models, which were then brought to life through 3D printing. This interdisciplinary experience bridged cultural understanding with design thinking and technology.

WELLBEING AND NUTRITION

Our horticulture department planted a patch of medicinal plants in our garden. Rooted in indigenous knowledge systems, the focus was on species commonly used in Ayurveda, such as the Blue Pea flower and Hibiscus. We explored how to dry these blooms safely for consumption to prepare herbal teas. This growing effort aims to deepen our community’s understanding of the relationship between plants, wellbeing, and traditional medicine.

SCAN TO LAUNCH THE ISC PODCAST

28

•

SCAN TO LAUNCH THE ISC WEBSITE

IMPACT REPORT 2024–2025

ASIAC ARTS FESTIVAL, MIDDLE SCHOOL

ASB hosted this year’s ASIAC Arts Festival, shaping a rich, locally-rooted experience for participants. With the festival theme centered around light, we curated a series of immersive activities that offered students meaningful connections to the cultural landscape of Mumbai. This included a guided street walk through a heritage locality in the city, exploring its architecture, stories, and street art, local museum visits to engage with light-based art installations and gain inspiration from contemporary and traditional expressions of the theme, and the creation of kandils—colorful sky lanterns traditionally used during Diwali in Maharashtra.

PARENT COMMUNITY

A group of parents participated in a curated trip to Baroda, an experience designed to offer an authentic glimpse into the region’s vibrant traditions. Centered around the festive season of Garba, participants had the opportunity to connect with Baroda’s unique artistic and historical identity through a range of experiences that included visits to heritage sites, local artisan studios, and cultural performances.

“

BEFORE, I ONLY THOUGHT OF INDIA AS LOUD AND BUSY. BUT I’VE STARTED TO SEE HOW THERE’S SO MUCH THE COUNTRY HAS TO OFFER. YOU JUST HAVE TO PAY ATTENTION. G R ADE 4 / 5 S TU D E N T

2024–2025 IN NUMBERS

2

EXHIBITIONS

4

13

CLASSROOM CONNECTIONS

INTERDEPARTMENTAL COLLABORATIONS

2

2

FACULTY EVENTS

PARENT EVENTS

4

5

FIELD TRIP COLLABORATIONS

EXPERT INTERACTIONS

1

SCHOOL-WIDE EVENT

3

NEW COMMUNITY PARTNERSHIPS

LOOKING FORWARD TO 2025-2026 Indian Architecture IN THE UPCOMING ACADEMIC YEAR, THE INDIA SANSKRITI

An ARTIST-IN-RESIDENCY model that brings Indian artists

CENTER’S PROGRAMS WILL INCLUDE:

into school for collaborative learning and engagement.

Exploring the theme of ARCHITECTURE as a way to connect

IN-SCHOOL FILM FESTIVALS at the Secondary Campus with

with India’s diverse cultural, historical, and ecological

a focus on themes like Ecology and Social Entrepreneurship.

inviting student and community contributions.

CURATED TRIPS to different parts of India, including textile

CITY-WIDE WALKS that explore architecture, communities,

experiential learning.

narratives. We will host EXHIBITIONS ON BOTH CAMPUSES,

hubs, heritage cities, and natural landscapes to deepen

food traditions, and urban ecologies.

AMERICAN SCHOOL OF BOMBAY

•

29

24– THE SLIDES THAT APPEAR IN THE COMMUNITY FEEDBACK SECTION OF THE IMPACT REPORT COME FROM THE HEAD OF SCHOOL’S PRESENTATION DURING THIS YEAR’S ANNUAL GENERAL MEETING.

30

•

IMPACT REPORT 2024–2025

–25 2024–2025

COMMUNITY FEEDBACK

groups, or informal conversations, each piece of feedback

THE AMERICAN SCHOOL OF BOMBAY IS A COMMUNITY

becomes part of the mosaic that guides our continuous

SCHOOL AT HEART (even though the word community is not

in our name). We believe that an exceptional school is built

improvement and development.

also on a deep and sustained dialogue with its community.

This past year, we solicited our community’s voice via a two-

spond, and align our efforts with the needs and aspirations

with EY-Parthenon–enlisting EY to do a deeper dive into the

not only on academic and non-academic excellence but Listening is a core practice—one that allows us to grow, re-

part comprehensive survey–first with McKinsey, and then

of our students, families, and staff.

McKinsey data. The most recent engagement included fo-

Soliciting feedback is not a one-time event, but an ongo-

designed with this principle in mind: to gather honest, ac-

we serve, we gain invaluable insights into what we’re doing

ings affirmed our strengths, challenged our assumptions,

every learner. Whether through structured surveys, focus

viding a personalized, inclusive, and world-class education.

cus groups and individual interviews. The exercises were

ing commitment. By actively seeking the voices of those

tionable input from across our school community. The find-

well, where we can improve, and how we can best support

and illuminated opportunities to further our mission of pro-

2024–2025 PARENT SURVEYS

MCKINSEY & COMPANY

EY-PARTHENON

JULY 2024

DECEMBER 2024–JANUARY 2025

METHODOLOGY:

METHODOLOGY:

online multi-select questions

online multi-select questions and face-to-face focus groups

RESPONSE RATE: 286 parents

representing

380 students

RESPONSE RATE:

75

%

201 parents

representing

320 students

53%

AMERICAN SCHOOL OF BOMBAY

•

31

COMMUNITY FEEDBACK

These Board-level priorities shaped the Head of School’s

ENGAGEMENT WITH THE DATA Feedback at ASB is not just collected—it is acted upon. The

annual goals and deliverables, ensuring alignment between

school plans, prioritizes, and leads.

Head of School engaged his leadership team to translate

Following the first community feedback survey in June

school. Together, they identified focus areas, designed ini-

the results in depth. This collaborative session led to the de-

the areas that matter most to families.

key components of what constitutes a sustainable mission,

The second community survey, conducted in the winter,

terest and need, staffing models that align to expectations,

leadership team to develop deeper clarity on parent feed-

insights shared by our community directly inform how the

governance and day-to-day leadership. From there, the those goals into strategic actions across all divisions of the

2024, the Board of Trustees convened in August to examine velopment of key Board priorities for the year—specifically,

tiatives, and allocated resources to drive improvement in

such as strong financial modeling, programs that match in-

served as a critical checkpoint. It enabled the Board and the

and facilities that not only function, but spark learning.

back, assess progress, refine strategies, and—in some cas-

es—identify new areas for attention. This iterative process

ensures that ASB remains responsive, agile, and committed to continuous growth.

7

8

TEACHING QUALITY

32

•

CURRICULUM

MISSION & VALUES

ACADEMIC OUTCOMES

IMPACT REPORT 2024–2025

DIVERSITY OF FAMILIES

DIVERSITY OF TEACHERS

HS MS

ES

HS MS

ES

HS MS

ES

HS MS

ES

HS MS

ES

HS MS

ES

HS MS

9

7 7 9

10

UNIVERSITY INDIVIDUALIZED PLACEMENTS LEARNING SUPPORT

8 8 10 10

NONACADEMIC OUTCOMES

9

ACADEMIC LEARNING SUPPORT

11 11 11 ES

5

HS MS

6 6

ES

6

5 5

HS MS

4

4 4

ES

3 3

SELECTION CRITERIA FOR ASB PARENTS

BY RANKING

2

HS MS

3

1

ES

2 2

HS MS

1

ES

1

LOCATION

COMMUNITY FEEDBACK

THE STORY THE DATA TOLD The results of our community feedback survey painted

The data also called attention to areas requiring immediate and ongoing attention. Chief among these were:

a clear and multifaceted picture of parent perceptions at ASB—one that affirmed our strengths, clarified our challenges, and sharpened our focus for the year ahead.

Across divisions, parents consistently identified curriculum,

ACADEMIC OUTCOMES AND RIGOR

Concerns about rigor and academic challenge were voiced.

TECHNOLOGY USE

teaching quality, and alignment with ASB’s mission and val-

A majority of parents across divisions expressed a desire for

These core drivers of choice signal strong alignment with

inferring a drawing back of technology integration to reduce

ues as their top selection criteria when choosing our school.

stricter enforcement of classroom technology use policies,

the school’s educational philosophy and commitment to

screen time.

differentiated and personalized learning.

Yet while the mission and vision of the school resonate, the

The data differentiated some insights across the three school divisions. These included:

data also made it clear: outcomes matter. Parents, particularly in the high school, emphasized the importance of

ELEMENTARY SCHOOL

academic rigor and university placements. Concerns about

Parents here are the most satisfied, though they still raised

jectory into post-secondary education were voiced through

systems and practices.

IB Diploma Programme preparation and the academic tra-

concerns about academic challenge and communication

both quantitative ratings and qualitative feedback.

MIDDLE SCHOOL

Parents expressed high levels of satisfaction with ASB’s

Satisfaction dipped, with learning support, college read-

ty—both among the student body and faculty. Elementary

groupings noted as areas of concern.

infrastructure, student well-being supports, and diversi-

iness preparation, and the impact of previous mixed-age

school parents gave particularly str.ong ratings for overall satisfaction, citing a nurturing environment and robust pas-

HIGH SCHOOL

toral care. At all levels, student well-being was recognized

Satisfaction mirrored the middle school, with strong feed-

our strategic plan.

and post-secondary readiness.

as a strength, validating our prioritization of well-being in

back around the need to strengthen the IB DP experience

AMERICAN SCHOOL OF BOMBAY

•

33

COMMUNITY FEEDBACK WHAT WE LEARNED

Satisfaction responses were similar across surveys and grades with a strong focus on improving academic related items.

SATISFACTION NONACADEMIC OUTCOMES

7.6

DIVERSITY OF TEACHERS

7.5

MISSION & VALUES

7.4

LEARNING SUPPORT

7.1

DIVERSITY OF FAMILIES

— OVERALL NET PROMOTER SCORE —

35

6.9

TEACHING QUALITY

6.4

CURRICULUM

-100

6.2

ACADEMIC OUTCOMES

4.5

UNIVERSITY PLACEMENTS

3.6

IBDP

58

%

• 58% of families expressed concern about quality of the IBDP offerings and preparation

• All HS parents expressed concerns about IB-DP outcomes

TECHNOLOGY

64

%

• 64% of families support limit on technology usage on school premises

GRADE 4/5 MULTI-AGE CLASSROOM

67

%

• 67% of families were satisfied or neutral on the current 4/5 mixed age classroom

• Parent concerns focused on social emotional and develop mental impacts

34

•

IMPACT REPORT 2024–2025

100

COMMUNITY FEEDBACK RETHINKING RIGOR, REDEFINING EXCELLENCE The survey results made one message unmistakably clear:

This moment for ASB calls for a dual commitment. We must

clarity around what excellence looks like at ASB. We believe

remain essential—clear learning standards, strong academ-

our community is calling for greater academic rigor and one can find ample evidence of rigor across all grade levels and in all aspects of ASB’s programs. We accept, however,

that the need is not simply getting better at communicating this claim. Rather, we need to identify and respond to areas where rigor can be increased–in pedagogy, in mindsets, and in systems and structures. ASB community: We hear you!

What do we mean by “rigor”, however? For some, rigor

evokes the traditional hallmarks of academic excellence: high workload, a strong emphasis on content mastery, and

honor the aspects of traditional academic excellence that ic outcomes, university readiness—while also embracing

the competencies that prepare students for a future that demands adaptability, creativity, and lifelong learning.

Academic rigor, then, must be understood not as the vol-

ume of work, but the quality of thinking. Excellence must be measured not solely by outcomes, but by growth, en-

gagement, and the capacity to contribute meaningfully in a complex world.

competitive outcomes such as university placements and

At ASB, we are committed to this balanced vision. We

model rooted in the certainty of knowledge and the predict-

closely to what parents expect from us. At the same time,

standardized exam results. This is the “old excellence”—a ability of the academic pathway.

But education has responded to the evolving needs of our

students due to a rapidly changing world. And at ASB, we are

uniquely positioned to lead in defining a “new excellence.”

One that is not less rigorous, but differently rigorous—anchored in relevance, critical thinking, problem-solving, inno-

are strengthening our academic programs, and listening we are preserving what makes ASB unique: personalized learning, deep inquiry, and a focus on the whole child. Our challenge—and our opportunity—is to lead with clarity and

courage. To redefine rigor not as pressure, but as purpose.

To define excellence not by its familiarity, but by its relevance and meaning.

vation, and the ability to apply knowledge in unfamiliar con-

As we look ahead, we invite our community to join us in

fitness. New excellence values not just what students know,

that is both timeless and timely.

texts, not to mention ethical, social-emotional, and physical but what they can do with what they know, and how they

shaping this vision. Together, we can create an education

show up to the spaces they inhabit.

AMERICAN SCHOOL OF BOMBAY

•

35

COMMUNITY FEEDBACK THE SURVEYS HELPED US IDENTIFY KEY AREAS FOR IMPROVEMENT AND REINFORCED OUR STRATEGIC PLAN.

ACADEMIC

COMMUNICATION IMPROVE

IMPROVE

ACADEMIC RIGOR & OUTCOMES

PROACTIVE COMMUNICATIONS FROM

TRANSITION YEARS

TEACHERS & LEADERSHIP

IBDP

RESPONSIVENESS TO CONCERNS

4/5 MULTI-AGE COLLEGE COUNSELING

CO-CURRICULAR

STUDENT SUPPORT

REVIEW

SUSTAIN

CCAS

LEARNING SUPPORT

SPORTS

WELL-BEING

EVENTS

PERSONALIZATION

CSR

TECHNOLOGY USE

LOOKING AHEAD TO 2025–2026 Meaningful Change These insights have already begun to shape meaningful change. The leadership team has begun to mobilize around

this data in order to respond to the community’s voice.

Targeted support and immediate interventions, including separating SL and HL sections in English and Science, pri-

oritizing and shifting responsibilities for key instructional leaders, augmenting college counseling support, moving to a phone-free middle school.

36

•

IMPACT REPORT 2024–2025

An integration of community priorities into the existing Strategic Agenda.

Setting priorities for the new school year, including homeschool communication (including a revision of Reports), digging deeper in IB-DP and Grade 4/5 Multi-age program

effectiveness, and strengthening digital citizenship curriculum and policies (to include ethical use of AI).

COMMUNITY FEEDBACK

AMERICAN SCHOOL OF BOMBAY

•

37

24– INTRODUCTION

Professional learning is a core commitment at ASB, with day-to-day opportunities for collaboration and peer feedback sitting at the heart of what it means to improve practice. We seek to bring colleagues together as often as we can, with both internal and external expertise shaping the ways staff celebrate their strengths and prioritize areas for further development. Each year, we invest in a range of trainings,

workshops, and consultant visits designed to help us make progress on our strategic agenda, refine our teaching and learning practices, and enhance the overall learning experiences for our students. In the 2024-2025 school year, we have had the opportunity to dive deeply into aspects of culture, content, and collaboration to make our educational programs even more dynamic and personalized for our students.

MATH AND SCIENCE CURRICULUM DEVELOPMENT

Through the long-standing Mathematics Specialists in International Schools (MSIS) teacher leader series and in conjunction with a leading consultant on the Next

Generation Science Standards (NGSS), teachers from

across our Elementary, Middle, and High School programs

have received immersive, on-site professional development on mathematics and science curriculum, assessment, and

instruction. The analysis of grade-level specific standards

and vertical alignment of spiralling skills and concepts across are in process, and these collaborative conversations that will continue into next year will serve to enhance

and extend the learning experiences of all students in these subject areas.

RESTORATIVE PRACTICES This year, ASB successfully completed Phase I of Restorative Practices (RP) training, which included foundational training for all staff and targeted development RP Champions. Led by the work of the Restorative Practices Action Team (RPAT), this work aligns with ASB’s commitment to building a professional culture and ethical climate grounded in equity, empathy, and community accountability, we are now positioned to deepen our implementation next school year, with our focus shifting from awareness-building to applied, consistent practice and systems alignment to move from the “Beginning” to the “Emerging” stage of RP implementation.

38

•

IMPACT REPORT 2024–2025

–25 2024–2025

PROFESSIONAL LEARNING

DEFINING PROFESSIONAL CULTURE

Over 20 instructional staff are members of the newly formed ASB Teaching and Learning working group, a

cross-divisional team tasked with helping to shape the ongoing development of professional development ex-

periences and practices. The group launched a definition

of professional culture at ASB, designed to capture the ethos of how the school fosters growth in its employees

and underpin the professional growth framework that will be introduced in the new school year.

“

Professional culture is a collaborative and growth-oriented ecosystem in which staff actively engage to improve their individual practice in alignment with institutional priorities. By nurturing identity, we promote a spirit of collaboration, commitment to well-being, and desire to grow. Through active listening and mutual support, individual strengths contribute to and stem from the school’s vision, fostering a community where each voice is valued.

Together, we create an environment where every employee learns, reflects, and thrives.

”

NEXT FRONTIER INCLUSION “TRUE INCLUSION ISN’T JUST A CONCEPT— IT’S AN ACTIVE, INTENTIONAL FRAMEWORK.”

ASB was proud to host eight school teams from six coun-

tries in April for the Next Frontier Inclusion conversation “Collaborative Data Practices for Inclusion”. Over three

days, the 50 participants engaged in conversations, activities and reflections that empowered them to lead with em-

pathy, use data meaningfully and collaborate with purpose.

Facilitators centered the learning on student voice, empha-

sizing the importance of individual stories and the role of data when making decisions in tiered systems of support.

Since then, the ASB team that joined the conversation has continued cultivating the ecosystem within which every

learner in our school community feels seen, supported, and empowered to succeed.

AMERICAN SCHOOL OF BOMBAY

•

39

“

YOU HAVE THE CHANCE TO USE EVERYTHING YOU HAVE LEARNED TO BE THE PERSON YOU WANT TO BE. SO OWN YOUR MISTAKES, THINK. QUESTION THINGS AND QUESTION YOURSELF. FAIL, BUT FAIL FORWARD. WHATEVER YOU DO, DO IT WITH CARE, CURIOSITY, AND CHARACTER. K ATHAR INA D ORN , AS B FAC U LTY

40

•

IMPACT REPORT 2024–2025

”

ASB CLASS OF 2025 UDAY V. ADVANI RAJYAVARDHAN ABHISHEK AGARWAL VEDIKA BAHUGUNA JACKSON B. BALLARD VEER BODANI ANAY CHOKSI MAANAV BARUA DAS ANDREY DENISOV ADITYA DEORA ARYAN DHOLAKIYA ZOE DIXIT ARJUN DUBE KABIR DUBE AJAY FESTEN THAÏS GENEVAISE SAHIL GURBUXANI OM HEMDEV BEKTUR IMANOV SOUMYA JINAGA SULMAZ KABUL RINALI KRISHNAA KHANNA YUVARAJ SUBAL KHATAU ANAND SAMARA KHURANA PREESHA KOTHARI NESTOR LECUYER EUNHO LEE

“

ADITYAVIKRAM MAFATLAL

WE WALKED IN AS STUDENTS. WE WALK OUT AS STORIES JUST WAITING TO BE WRITTEN. S A HIL G U RBUXANI ’ 25

HOLDEN E. MARSH

”

TAAL MEHTA SANSARA RAJESH NAGPAL VIVAAN PARIKH AADITI JIVA PARMAR RIANA PATEL PRIYADARSHINI PIRAMAL ATLANTIC RAJAKUMAR KESHAV RAMABHADRAN AKBAR SANGHAVI LAXMAN SANGHAVI MIKEY SCHREUDER AARUSH PREMAL SHAH DIA SHETH RUDRITARA SHROFF RANBIR SINGH KALIEL SOYA DIYA TRIPATHI

24– INTRODUCTION

Not a school content to rest on its laurels, we finish the current school year with an eye on the future and a focus on the 2025-2026 academic year. Each spring, staff are invited to vote on the upcoming ‘year of’ theme, and this year’s overwhelming favorite was “Year of Feedback for Growth.”

This theme speaks to ASB’s strong commitment to evolution and adaptability in response to a dynamic

world. Within our community, the theme will provide us with the opportunity to hone in on the ways we can set individual, team, and organizational goals and document our progress towards these targets.

It also invites us to look outward and consider how we can contribute to the ongoing conversations and developments within the wider international school sector.

SYSTEMS AND STRUCTURES FOR PROFESSIONAL GROWTH

Just like for our students, we want every ASB staff member to feel like they are growing and thriving professionally. Next

year, we will be piloting a new professional growth framework that aligns with our definition of professional culture.

The framework will ground professional learning in day-to-

day opportunities to grow and refine practice and expand

consistency, alignment, and collaboration across divisions.

The framework will also help us progress in the ways that

we think about staff growth in alignment with our institu-

tional commitments to personalization and a future-focused

DESIGNING LEARNING SPACES FOR A FUTUREFOCUSED EDUCATION

Our BKC and Kurla campuses are wonderfully main-

tained, with our operations team regularly enhancing different spaces to meet the needs of our community.

As we look at how our spaces can continue to serve

our needs in the medium to long term, we have enlisted renowned school architects Fielding International to en-

gage with our community on strategic master planning and facilities improvement. They are well known to ASB,

having designed the current Elementary campus and re-designed the Middle & High School campus back in 2010. Their discovery visit this spring involved an audit of spaces and conversations with parents, students, staff, and board members; in the months ahead, they will be

delivering a set of campus plans designed to elevate and align our learning environments, support community well-being, and celebrate our identity and culture.

42

•

IMPACT REPORT 2024–2025

FIELDING INTERNATIONAL

education for all learners.

–25 2025–2026

LOOKING AHEAD

REFRESHING OUR FOUNDATIONAL DOCUMENTS TO CLARIFY IDENTITY

As an international school, we are constantly welcoming new families to our community who choose us for our mission and educational principles. We know that as we evolve, it is essential to ensure that the documents we

use to build togetherness and a sense of shared identity and belonging are regularly reviewed and refined. Over the course of this school year, we gathered perspectives from board members, parents, students, and staff on

what makes ASB special and will be using this input to refresh our mission and vision to be launched in the upcom-

ing school year. As well, our leadership team will be inviting community members to contribute to a rejuvenation of our core values and portrait of an ASB learner to take us forward in our next phase of institutional growth.

MSA RE-ACCREDITATION

ACTION RESEARCH FOR INSTITUTIONAL GROWTH

Involvement in an ongoing accreditation protocol recog-

nizes achievement and fosters and facilitates ongoing school improvement by providing a systematic process

that requires a school to examine its philosophy and prior-

ities, establish a vision of its future, and determine specific objectives to realize that vision. ASB is accredited by the

Middle States Association of Colleges and Schools (MSA), and for its current re-accreditation cycle, is completing the MSA Sustaining Excellence Protocol. Requiring schools

to complete an action research process to refine practice, this protocol will give ASB an opportunity to identify research-based areas for growth against two school-identified priorities. Next year’s action research cycles will explore

how Pre-K to Grade 12 students are empowered to become upstanders and how we can refine and improve a smooth transition from Grade 5 to 6 for both students and families.

AMERICAN SCHOOL OF BOMBAY

•

43

CRECENCIO WAS ALWAYS THE PERSONIFICATION OF THE ASB SPIRIT! —THEO FESTEN, ASB PARENT

I WILL ALWAYS BE GRATEFUL TO COACH CRECENCIO FOR STARTING CRICKET AT ASB. THIS SHOWS HOW OPEN MINDED HE WAS AND HOW HE ALWAYS TOOK OUR FEEDBACK INTO CONSIDERATION. —ARYAVEER, GRADE 5

I WILL ALWAYS REMEMBER CRESU WITH DEEP FONDNESS. HIS PRESENCE BROUGHT WARMTH, JOY, AND COMFORT TO EVERYONE AROUND HIM. —VANI MEHRA, ASB STAFF

THE SCHOOL FEELS QUIETER WITHOUT YOU HERE—A LITTLE LESS JOYFUL. BUT I WILL HOLD ONTO ALL OF OUR MEMORIES—YOUR LAUGHTER, YOUR KINDNESS, YOUR DANCE MOVES, AND, OF COURSE, THOSE LEGENDARY BOOK CHARACTER DAY COSTUMES! —DANIELLE SHAKUR, ASB STAFF

EVEN THOUGH HE WAS ALWAYS BUSY RUNNING AROUND, INVOLVED WITH A HUNDRED THINGS, HE NEVER SEEMED TOO BUSY TO MAKE ANYONE FEEL SEEN OR HEARD. —NATASCHA CHADHA, ASB PARENT

IN MEMORIAM CRECENCIO GOMES 1986–2025 Coach Crecencio Gomes was a cherished member of the ASB community, a charismatic individual who touched the lives of so many in his various roles across the school. In his 18 years of service at ASB, Coach Crecencio mentored, taught, and coached thousands of students in our Elementary, Middle and High Schools.

He was a colleague, coach, teacher, and coordinator, as well as a bottomless reservoir of positivity, cheering all of those around him to do and be their very best each day.

Coach Crecencio lived a life of purpose, embodying the values of love, service, and humility. He strived to make a positive impact, and his legacy reminds us to be compassionate, to lift others up, and to embrace each day with the same enthusiasm that he brought to ASB. Our community thanks Crecencio for the gifts he shared with us. His legacy remains woven into the fabric of ASB, and he will always be remembered with admiration, appreciation, and affection.

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 6772 7272