AISB_Annual Report 2018-2019

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ABOUT THE ANNUAL REPORT This report is produced by AISB’s Admissions & External Relations Department.

To find out more about the school’s current activities, please visit www.aisb.ro The Annual Report is also available online at www.aisb.ro/about us For further information, please contact: Manager of Admissions & External Relations Mrs. Catalina Gardescu catalina@goaisb.ro © The American International School of Bucharest Designed by Mario Zamfir Produced by Aliant Brands Ltd., www.aliantbrands.co.uk Photography by Bogdan Greavu, www.bogdangreavu.com

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AM ERICA N INT E R NAT IO NA L S CHO O L OF BU C H AREST

ANNUAL REPORT 2019

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Board Chair’s Review Director’s Review Accreditation Report

5 6 8

Academic Report Early Learning Center Elementary School Secondary School

9 10 18 26

03 04

Admissions Report Alumni Report Parent Survey Facilities Report

36 44 47 50

Parent Community PTO Report Community Events

53 54 56

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BOARD OF TRUSTEES Voting Members 2018-2019

Abigail Misciagno Rupp

George Mucibabici

James Stewart

Bryan Jardine

Peter Schretzmeir

Gabriel Zbârcea

Iosif Szavuj

Kim Vranceanu

Col. Scott Weston

Brad Page

Board Chair Governance Committee Chair Advancement Committee Member Advisory Committee Member DCM U.S. Embassy

Board Member Treasurer and Finance Committee Chair Vice President Raiffeisen Bank

Board Member Facilities Committee Member Governance Committee Member Executive Director iNES

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Board Vice Chair Finance Committee Member Chairman Deloitte Romania

Board Member Advisory Committee Chair Governance Committee Member Managing Partner Wolf Theiss Attorneys at Law

Board Member Policy Committee Member Advancement Committee Member Bucharest Properties, REIT

Board Member Facilities Committee Chair Policy Committee Member Managing Director Liebherr Romania

Policy Committee Chair Governance Committee Member Advisory Committee Member Defense Attache U.S. Embassy

AM ERICA N INT E R NAT IO NA L S CHO O L OF BU C H AREST

ANNUAL REPORT 2019

Board Member Advancement Committee Chair Advisory Committee Member Managing Partner Tuca Zbârcea & Asociatii

Facilities Committee Member Management Counselor U. S. Embassy

Abigail Misciagno Rupp Chair, Board of Trustees

BOARD CHAIR’S REVIEW

As an international school, AISB must strive to provide continuity in the midst of change.

Our students, staff, and teachers change from year to year, for instance – and this year we also have a significant change as Dr. Brindley departs after an invigorating five years with us. Nevertheless, change does not mean that we let go of what is important; our mission stays the same and our goal as a Board is to direct and support AISB’s leadership to engage, prepare, and inspire our students.

One piece of that goal is to ensure we have the professional facilities we need to support learning, and we have done that this year in expanding the Secondary School, among other projects.

Taking that goal one step further, I’m proud that we have completed the first phase of the Design Center, an innovative way to ensure we are giving our students the chance to think functionally in a learning environment that challenges them.

We look forward to continued engagement with the community on the form and function of this Center.

As our school grows almost to capacity, we have to take a step back and ensure that our expansion does not lose sight of our mission. We need to provide quality education for our learners – at all levels – and continue to be an inclusive school that supports the growth of each individual.

That is our Board’s mission and that is also what we have charged the incoming director, Mr. Peter Welch, with carrying forward. We want to use our resources - human, financial, physical – in the best way possible so that this school continues its path to greater and greater excellence.

I look forward to seeing what more we can do together.

Abigail Misciagno Rupp Chair, Board of Trustees

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Robert Brindley Director

DIRECTOR’S REVIEW

This will be my last report to the Board and Community after five years here at AISB. We have made some significant changes to the campus infrastructure and our teaching and learning practices during this time and, thus, I am delighted to be able to hand over the reins of this school to a fine educationalist, whom I have known for many years, Peter Welch.

The changes that we have made would not have been possible without the enthusiastic and dedicated support of the AISB Board members, following the leadership of Ms. Jane Thompson and latterly Ms. Abby Rupp from the US Embassy. Likewise, I have enjoyed working with the Parent and Teacher Organization who have provided unwavering assistance to our community. The Board’s strategic decision to expand the campus infrastructure by building the Early Childhood Centre, upgrading the athletics and sporting facilities, extend the Secondary School, and now finalize the Design Center, is a tribute to their involvement and foresight. In a rapidly changing world, we must adapt not only how we teach but also the spaces within which our students learn.

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The school’s increasing recognition that the world’s dangers are evolving has precipitated upgrading our security protocols, with tightened access controls to the school grounds, amongst many other adjustments.

This has made life more inconvenient for us, but such changes are a necessary consequence of the times in which we live.

The school has grown in enrollment, and we are now reaching, maximum capacity. I cannot begin to highlight the students’ achievements that have occurred, for there are many, but I am certainly proud of their increasing desire to take on leadership roles, both within and without our community. Academic achievement continues to be the focus of attention for our teachers and changes have and will continue to be made to improve student learning that reflect not only traditional approaches, but also the advances made to student learning through technology. With this in mind, we established committees this year to review our program in preparation for a visit by our international accrediting agencies, the International Baccalaureate Organization, New England Association of Schools and Colleges and the Council of International Schools, this coming fall.

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ANNUAL REPORT 2019

I am continually appreciative of the work achieved by the divisional principals, Jon Cain, - Secondary School Principal, Elyane Ruel - Elementary School Principal, Rosella Diliberto - Early Learning Principal, for their vision and for always making the students’ learning their first priority.

They have received wonderful support from Andrei Vacarus - Facilities Director, Catalina Gardescu Admissions and External Relations Manager, Liliana Stefenel - Business Manager, Roxana Lungu - HR Manager. In my first years here, I was privileged to have worked with Doina Andrian, Assistant to the Director, who worked tirelessly for the school until her semi-retirement two years ago; her post was filled

by Cristina Marinescu who continued in the role of managing my time and responsibilities!

Lastly, I would like to thank our faculty and support staff who, following the Mission of AISB, have continued to inspire, prepare and engage the students in their care.

Thus, Jann and I leave AISB after an amazing five years; I am certain that a culture of change and establishment of a process of institutionalizing policies and procedures will guide the School through its next stages of development and create an educational environment that is more than just a school. I would like to wish the whole community great success in their endeavors; the students’ hopes, aspirations and triumphs depend upon it.

Robert Brindley Director

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Accreditation Report Highlights

AISB was one of 19 schools to be part of a pilot for a new form of school accreditation.

Three different agencies joined together to merge the process, aiming for a higher degree of efficacy for schools

The three agencies involved are the IBO / CIS (Council of International Schools) and NEASC (New England Association of Schools and Colleges)

The process involved all members of the community and was, therefore, an open conversation and a collaborative effort.

Committees were organized under the CIS domain and NEASC learning principles, and also incorporated discussion of the IB related standards, allowing discussions to make connections between different aspects of the school community.

The self-reflection process allowed for the school to start to look at its own shared understanding of learning, and full faculty meetings were given over to explore this process during the previous school year.

As AISB is a pilot school, the design of how the self-reflection process for

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May 2018 - August 2019 saw cross divisional committee work, to draft and write the self study reports for all three agencies

all three agencies was rolled out was new. Overall the feedback was positive, committee members were engaging in discussion, and exploring evidence allowing for deeper discussion and learning about our community.

The self-study process has allowed for a revisit to the strategic planning, and the new director will be leading our future vision work during this academic year.

There is excitement by all community stakeholders for the future of this community. At the same time, the selfstudy process has also allowed the community to see that now it needs a clear vision as to where it is headed to ensure all these progressive ideas are aligned with a clear plan so everyone is heading in the same direction.

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ANNUAL REPORT 2019

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ACADEMIC REPORT Early Learning Center 10 Elementary School 18 Secondary School 26

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Rosella Diliberto ELC Principal

EARLY LEARNING CENTER REPORT

145 29 24 children

nationalities

languages 10

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ANNUAL REPORT 2019

Under the leadership of Ms. Rosella Diliberto, the Early Learning Center brings together 145 children between 2 and 6 years old in a dynamic, custom-designed environment. A fantastic space, state-of-the-art facility, opened in August 2017, caters to our youngest learners. The Early Learning students represent 29 nationalities, speak 24 languages, and engage with a team of more than 50 professional team members specializing in early childhood development.

52 61% 20 educators

MA / PhD

class size

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Professional Development

• Trained all staff in Emotion

Coaching and supported parents in their understanding of this approach

• Through in service trainings,

continued to further Reggioinspired pedagogical documentation practices

• Re-engaged with Language

Learning Consultant, Sarah Ottow, to further the impact of scaffolding language learning in the early years using the WIDA framework

• Conversations with the Grade

1 and KG team helped them to build their capacity and understanding around what successful transition might look like from ELC to ES

• The ELC organized a Book Club to learn more about the value of play within an early childhood setting. This led to excellent discussions and follow up conversations about ideas for extending meaningful play

Curricular initiatives

• Deprivatized Practices

- including classroom walkthroughs, shadowing a student, coaching, peer observation scheme

• Student Exploration - We

dedicated curricular time for student play

• Commencement of

• Hosted Candice Fleming and

accreditation work

• Outdoor Spaces and Learning • Opportunities to experiment

with various types of portfolios across grade levels

Special events/projects

• Our increasingly successful KG to Grade 1 transition last year included a reflective transition plan that was contributed to very widely. Some highlights or key leverage points:

• Classroom displays of new faces

• Pedagogical visits to KG classrooms by Grade 1 teachers

• Orientation activities with KGG1 buddies

• Sharing the playground in ES • Opportunities for meet and greets with parents

• Question and answer sessions with KG classes and Grade 1 teachers

• Treasure hunt in Grade 1

• Continued the partnership with OvidiuRo and supported local teachers, administrators, and school leaders, with several training sessions detailing our approaches to learning and teaching

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• Teachers meeting to share

data and transition notes (esp. leaving teachers)

Library/Maker Space

• Added over 500 titles to the ELC collection

• Hosted a book fair in May and invited 5 different vendors. It was a popular event that we will host again. We were given a share of sales to purchase books for the ELC library

AM ERICA N INT E R NAT IO NA L S CHO O L OF BU C H AREST

• Revamped our collection,

organisation and implemented the use of genrefication and co-filing in order to help our youngest students access books of interest

• Presented the progress of

genrefication in the early years at TeachMeet in March 2019

• Presented to parents on library / tech topics such as ‘Gender Bias in Picture Books’

• Added TV screen and short

throw projector to the ELC gym in order to enhance learning for students and to maximize the use of the space

• Worked collaboratively with

grade 8 & 9 students in the creation of habitats using recycled materials to support KG inquiry

• Implemented the use of the design cycle in the ELC

• Introduced the art of

greenscreen photography and movie making to EC3 and KG.

• At the end of the school year

• Parent presentation

• Continued to enhance the use of digital student portfolios (Seesaw)

Eric Rohman (authors and illustrators) for a week long visit, working with each grade level in small groups

we moved our makerspace out to the piazza in order to make space for a new classroom. We created an inviting space for all students to access to continue their projects

• At the end of the year we

moved teacher desks out of the small room behind the library in order to make the space more usable for students and it became our recycling center

ANNUAL REPORT 2019

Art

• Collaboration with homeroom

teachers on Units of Inquiry and successful online curriculum documentation

• Inspired by the art/ music

element of ‘Texture’, a collaboration with the music specialist resulting in documentation

• An exploration of art and music

integration into the classroom environment in EC4 and greater use of the outdoor space for atelier times in EC3

• The continued implementation

of the Arts Early Years curriculum in the Piazza Atelier Space, and the development of mini-art ateliers in the homeroom spaces

• Transdisciplinary engagements and specialised groups across Kindergarten during student exploration time

• Learner agency and the image

of the child continued to prevail in Art teaching practices

• Greater focus on small groups allowing learners to have more individual attention, and share ideas and enabling greater documentation, with both EC4 and Kindergarten learners

• An exploration of music and art integration into the classroom environment in EC4

• Using the outdoor space for

music and sound exploration for EC3 and EC4

• Working in small groups with

children from EC3-KG in order to allow for more individual attention, student agency and ongoing documentation of the learning process

• Honoring student interest: ballet groups for EC3 and EC4

PE

• Trips to the Casa Alba forest area to engage in outdoor learning

• The implementation of the

‘SuperGym’ fundamental motor skill screening and remedial program

Co-Curricular Activities (CCA)

• The co-curricular department

developed its mission statement at the start of the 2018-19 school year encompassing everything that the department does for students. An artistic interpretation was made by students showcasing our philosophy:

• There were three, 10-week

seasons of co-curricular activities aligned school-wide.

In the PYP (August, Winter and Spring)

• Two of the CCAs through

the season were student-led initiatives including studentleaders from high-school

• There were a total of 3

external specialists/coaches (gymnastics, zumba, and fun gym) used in the CCA program in 2018-19

• ‘Bring your own wheels’ unit

engaging students in learning that they could take with them outside of school

Music

• Transdisciplinary projects and specialized groups for KG student exploration

• Inspired by the music/

art element of ‘Texture’, a collaboration with the art specialist resulting in documentation

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ANNUAL REPORT 2019

• For Early Years/ KG CCAs -

the following ideology was adopted: co-curricular activities have been purposefully selected to be movementbased and outdoor-based as we value our students’ opportunities to expand their daily learning and exploration

• Central Ideas started to be

introduced for each cocurricular activity as purposeful learning descriptors (part of a 2-year action plan)

• The EC4 worked in

collaboration with specialist teachers to organize an EC gathering which they performed in the high school amphitheater expressing themselves through dance, retelling stories and singing and performing a song.

This was later shared with the parents at the end of the year show

• A better adult-child

ratio in EC2 by adding an extra person in each classroom

Romanian Mother Tongue

• Large enrollment in the program • Students took the Writing

Prompt in Romanian at the beginning and end of the school year and this showed progress for all students

• For the first time we tested

the EC4 Romanian speaking students in order to have a list of names and data for the beginning of the following year

• Chef Foa’s pizza making Counseling & Learning Support

• Provided parent workshops on a range of parenting topics

• Trained staff and parents in Emotion Coaching

• Grade level Kid Chats were

implemented on a fortnightly basis

• Keeping Safe child protection

lessons were delivered to EC3 through to KG, a combination of counselor or teacher taught

EC2-K Learning Leader input pertaining to age group highlights

• The ELC forest trips gave the

children an opportunity to explore the natural world and value nature. In EC4, this led to inquiries into plants, flowers, endangered animals and insects

• EC4 visited the Opera as part of the How We Express Ourselves unit and the children were inspired to express themselves through dance, music and drama

with the children inspired the children to want to do more cooking leading to an enhanced cooking area in the cafeteria

• The 3 Forest Trips (Autumn,

Spring, Summer) gave us the opportunity to observe the seasonal changes of the forest, and was a perfect fit to our year long Living Things unit

• Student Exploration time

gave children the opportunity to follow their interests. The sharing/documentation that took place at the end of each session inspired others. The culmination was the End of the Year performance, where Kindergarten children were able to demonstrate and display their skills, knowledge and abilities acquired throughout the year

After School Child Care

• A lot of children attended After

School Child Care, some for only 20 minutes due to bad traffic, while others were engaged in ASC activities up to 4:30 p.m.

• Child Care allows homeroom

teachers and TAs to be on time for meetings and to be sure that their children will be delivered in the right hands ( parents, nannies or drivers) according to school protocol

• Child Care engaged children in

a large variety of activities like the arts and crafts, fine motor skills and activities with string, tape, paper and fabric; toys, outdoor bicycle time and PE on Wednesdays

• Children in Child Care develop Mother Tongue Program

• 12 students in the MT program

friendships across the ELC based on their passion and play interests

• Languages: Russian, Chinese, Italian, Dutch

• Parent Workshop: Role of

Mother Tongue in Language Acquisition

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ANNUAL REPORT 2019

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Elyane Ruel ES Principal

ELEMENTARY SCHOOL REPORT

373 40 35 children

nationalities

languages 18

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ANNUAL REPORT 2019

The AISB Elementary School welcomes 373 children between 6 and 11 years old. Led by Ms. Elyane Ruel, the Elementary School is a diverse school section at AISB with 40 nationalities represented. Students enjoy a diverse range of curricular and co-curricular activities to nurture their interests and passions.

59 51% 20 educators

MA / PhD

class size

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Professional Development

• 2 days with Licette Gus on

emotional coaching - one in August, one in December - all PYP teachers training

• All school Keeping Safe curriculum

• Trial of SeeSaw - https://web. seesaw.me/ for all grades in the elementary

• Implementation of new data

protection guidelines in light of the EU GDPR guidelines

• Assembly programme

supported how we play together and values of safe, responsible and respectful play

• VP and counsellor began

work of developing a Social Emotional learning plan for classrooms

• We developed a method to

capture data and ensure we had a clear picture of behavioural needs throughout the day

• Ongoing work on the Enhanced PYP - focusing on student agency and approaches to learning

• Student ambassador program • Implementation of the

student ambassador program (replacing student council) to allow all students who wanted to focus on building leadership skills in an area of interest.

• Tech Mentors • Library Council • Playground Ambassadors

• Student Hosts • Sports Ambassadors • Service Learning Ambassadors

Social Emotional Learning

• New Vice Principal (VP)

role helped to support conversations with students, parents and teachers

• Pastoral conversations brought

to Specialist meetings to ensure student needs are supported throughout the day

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Curricular Initiatives

• Math Leads studied three

resources in-depth & chose one to adopt as the new common resource

were created to support Maths and Literacy.

• The PYP Exhibition was

completely revised to allow for more student agency in their learning. Students were asked to create “experiences” for visitors which would show their learning. They also had to work in groups to synthesize their learning and present it in the form of an infographic.

Finally, they used their research into an independent writing project in the genre and format of their choice. The PYP Exhibition itself became a visual continuum of student learning throughout the PYP ranging from EC3-Grade 5. This allowed parents to see the progression of learning throughout the PYP.

• Math coordinator created a new scope & sequence based on the Common Core Standards and the PYP scope & sequence

• Parent workshop held to share how computation strategies develop throughout ES years

• Regular newsletter articles that shed insight into Math at AISB

• Inventory of resources and

new Math materials ordered to support common resource & scope and sequence

Enhanced PYP

• Based on the PYP Principles

to Practice a new curriculum planner was trialed at the Elementary School level. This work began in the spring and the planner received positive reviews. Based on those reviews and recommendations from our last IB visit, planners

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Design Curriculum

• Our new design teacher,

supported by the PYP Coordinator and Vice Principal, began to implement learning in design. This work involved creating a design cycle and curriculum based on thinking in the MYP and drawing on the AtLs. Much of the teaching and learning in design is integrated into homeroom learning, with some disciplinary learning also articulated. A scope and sequence document expresses this work. The design teacher also played a role in the PYP Exhibition, guiding children in creating their learning experiences.

ANNUAL REPORT 2019

Library:

• 35,653 circulations • 795 new books • The top borrowing class borrowed 1,454 books

• 34 students participated in the annual Battle of the Books

• Over 60 students participated in the Thirsty Vampire Challenge

• 3 visiting authors • Over 30 students participated in the end of year book swap

Technology

• Expanded iPad program in

grades 1 and 2 with over a 100 new devices

• 60 iPads available for

documentation in grades 3 to 5, used to complement 1:1 Chromebook and BYOD programs

• More gadgets available in the

Makerspace for students and teachers, such as Spheros and Little Bits, as well as a 3D printer

• Digital citizenship and media

literacy lessons integrated into the Program of Inquiry

• 32 active Tech Mentors in the

student leadership program that allows for students to develop their passions while helping others

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Makerspace

• New and expanded space

in the Design Center area, providing an environment for both teachers and students to prototype and experiment with progressive pedagogies

• Countless student-initiated

projects as part of the Program of Inquiry and lunch recess activities

• More resources for students

and teachers to develop handson skills, problem-solving and creative thinking

Arts - Music

• 44 students Grade 4 & 5 musical

• 28 students in Grade 2 & 3 musical

• 22 2nd 3rd 4th and 5th grade

Visual Arts

• 15 rotating displays of students’

• Established units and learning

• PYPX & grade 5 promotion

• Students engaged in diverse

work (grades 1 to 5) in Elementary hallways ceremony backdrops

• 2 backdrops for Elementary Musical

• End-of-Year art show in atrium showcasing work of students grade 1 to 5

• Curation of PYPX Learning Walk

• 13 students in 3 Rock bands • 46 students participated in the

Talent Show- piloted a “take part” only show which was well received

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design challenges in areas including programming, product design, graphic design and more

• Students are increasingly

utilizing and extending their skills in the Makerspace, classrooms and other venues

demonstrating how grades

EC3 to grade 5 understand How we share the planet in atrium; collaborated with PYP curriculum coordinator & tech

• Expanded program to include Design

Learning Support

• 35 students on caseload • An average of 2 Tier 3 students per grade level requiring 1:1 or language pull-out support

• Integrated Math & Literacy

small group supports per grade level

students participated in Choir

• 21 students in orchestra

outcomes for students in an emerging field

Design

• First year of explicit design program in the ES with a specialised teacher

• Established a Design cycle

• Review and update of IEP • Kidchat introduced across ES

to gather data on every student in the school

that informs work in multiple disciplines

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ANNUAL REPORT 2019

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PE

Counseling

• Grade 1 - Games Creation

• Counseling support provided

Brochure (published for parents on school’s blog) where kids in grade 1 created their own games and then were used with other year groups

• Morning movement student - led activities- fitness & gymnastics circuits where students from grade 3 were explaining and sharing their understanding about their circuits/ exercises

• Dance assembly- student

as needed to students in the form of counseling lessons, observations, individual counseling, small counseling groups and in class support.

EAL

• 102 students WIDA tested • 82 students on caseload • 45 students monitored • EAL Workshop for parents

created own dances related to our unit

• Using IT in lessons- recording own dance & gymnastics performance

• Health- Related unit grade

2- making up weekly journals about healthy lifestyle options

• Four square courts in playground

Co-Curricular Activities

The co-curricular department developed its mission statement at the start of the 2018-19 school year encompassing everything that the department does for students.

An artistic interpretation was made by students showcasing our philosophy:

Counselors also provide services to parents through individual consultations and parent workshops. Counselors attend weekly or fortnightly meetings with teachers, admin, and other student support services to identify students of concern and establish appropriate support.

• 2 counselors supporting the PYP (487 students)

Mother Tongue

• 106 students in the program

• EC2 - Grade 2 = 256 students

• 11 languages: Dutch, Italian,

• Grade 3 - 5 = 231 students

Arabic, Turkish, French, Spanish, Hebrew, Chinese, German, Russian, Korean

• MT Workshop for parents • There were more than 175

activities offered throughout the school year

• *There were a total of 16 external

• Central Ideas started to be

introduced for each co-curricular activity as purposeful learning descriptors

specialists/coaches used in the CCA program in 2018-19.

• There were three, 10-week

seasons of co-curricular activities aligned school-wide.

This included weekly afterschool activities as well as several lunchtime and morning activities

• Nearly 30 of the CCAs

throughout the year were student-led initiatives with student-leaders from the highschool

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ANNUAL REPORT 2019

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Jon Cain Secondary School Principal

SECONDARY SCHOOL REPORT

513 45 24 children

nationalities

languages 26

AM ERICA N INT E R NAT IO NA L S CHO O L OF BU C H AREST

ANNUAL REPORT 2019

The AISB Secondary School welcomes 513 students between the ages of 11 and 19 in Grades 6 to 12. Under the direction of Secondary School Principal Mr. Jon Cain, students learn in dynamic facilities: resource full classrooms, modern science laboratories, fantastic art ateliers, theaters, and music rooms, and extensive sports fields and courts. Secondary School students follow the IB Middle Years Programme between Grades 6 to 10 & most continue to complete the full IB Diploma Programme in Grades 11 & 12.

74 61% 20 educators

MA / PhD

class size

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Major Infrastructure

• This year we were pleased

to move into our expanded secondary school. With the replacement of 13 portable classrooms and the addition of an EAL suite and a community room the expansion changed the way students and teachers interact particularly with the use of Community Room 300.

• We also completed work on

the DP Cafe. This structure impacted the school in three ways:

3rd year in a passion, risk taking approach to professional development on an individual level. As a school we continue to use and deepen the adaptive schools approach to organizational structure. The entire community was engaged in two school wide initiatives that are directly related to professional learning:

• The accreditation process •

Design center committees

• First, it gave our Senior class

a place to call their own.

Previously they were at the end of a hallway with three couches in the ‘senior lounge’ The design of the space lends itself to conversation study and not lounging

• Second, it eases pressure

on our cafeteria during peak times. With “grab & go” items our 11’s and 12’s commonly find food at various times throughout the day rather than attempting to queue with the rest of the Secondary for lunch

• Finally, the exterior design

has had unintended positive consequences for a meeting point for other groups and expanded eating options for all grade levels

• Safety related improvements in the Design Center to allow for the addition of DT machines

Professional Development

• The school continues to work

towards applying best practice in what we know about how students learn. This was the

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• The school continued into

the next phase of the Mother Tongue initiative adding MT French and Spanish during the school day - We also began providing after school Language B options that were recorded on report cards for students who wished to pursue three languages - Finally, we added Romanian B as an offering after school for our students wishing to gain more knowledge of the Romanian Language. Expansion of this program is limited by the IB’s lack of Romanian as an additional language. Which means that students can not take Romanian B in the DP

Curricular Initiatives

• The AISB Diploma Programme added two new courses in line with our strategic vision.

The addition of IB Design Technology extended our Design curriculum into the DP. The second course, Environmental Systems and Societies (ESS) expanded our offerings in the science curriculum. This served two purposes: the first, to offer courses that highlight environmental issues so that our students begin to understand approaches to solving the problems they will face; and, secondly to allow students who may not need a laboratory science offering an option that fits more closely with their future plans.

• Our Arts curriculum saw major

changes as we began to offer MYP Music and began a rotation of 6-8th graders through all three arts disciplines (Visual Arts, Theatre, Music)

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Technology

• The secondary moved into its

second year using Google for Education as our main platform.

All teachers were required to use Google Classroom to interact with their class, posting and collecting assignments, and providing feedback. We continued to use Managebac as our primary communication tool with students and parents

Learning Support / EAL

• We continued the development

of the inclusion model as the primary way that we meet the needs of our students with additional academic concerns. This includes a co-teaching model with an additional teacher in many of our classrooms for a number of EAL / LS students

ANNUAL REPORT 2019

Counseling

• It was a challenging year for

our counseling team as they dealt with several major issues throughout the year. This situation was exacerbated by the departure of one of our counselors on compassionate grounds in January. We were fortunate to have recruited another counselor to augment our staff before the year began. Additionally we had an opportunity to contract another professional to take over some of the load. She was completing her counseling internship at the school and was an asset in a difficult time

Mother Tongue Program

• We continued the development

of our Mother Tongue program in the Secondary with the addition of French and Spanish within the teaching schedule

Additional Staffing

• With additional students and

programs came additional staffing. From 2018-2019 we added:

• DP Design and Design Center Coordinator

Co-Curricular Activities

• Our co-curricular activities

continued to grow as we shifted the CEESA activities to a later start. This had the effect of providing a set time to all activities from 330-430 Monday through Friday. Over 80% of our students participated in cocurricular activities

• DP/MYP Music Expansion • Grade 8-9 Counselor • Also, several part time positions were expanded or created due to higher enrollment.

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Grade 12 Data and IB Results

• We are working on additional

• Analysis

training in the area of the Extended Essay and are looking at structural improvements to this portion of the DP

Overall a good year for our students and teachers as far as DP results are concerned Building on these scores we are working to improve in a few areas:

• Lab sciences. With the

addition of ESS (1st exam 2020) we should see an improvement in these areas.

As far as predicted grades are concerned we are stable in how our teachers are predicting the performance of our students both in December and in April

All DP Candidates

• May Actual (AP )

33.9

• April (PP)

33.5

• December (PP)

35.2

• DP Data (PC)

34.6

AP: Average Points PP: Predicted Points PC: Passing Candidates

IB Diploma Results 2016-2019 AISB

% of grad class

Diplomas Awarded

AISB Avg.

World Avg.

AISB Avg. Grade

World Avg. Grade

Grade

2019

88%

93.8%

35

29.63

5.49

4.76

2018

89.5%

88%

34

29.8

5.27

4.79

2017

89%

86%

33

29.9

5.25

2016

98%

85%

33

30

5.22

Year

30

45-40

35-39

30-34

25-29

20-24

15-19

44

6

28

18

10

3

0

43

6

13

18

10

3

1

4.81

43

3

14

13

7

5

0

4.80

45

3

16

16

12

6

1

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Highest

ANNUAL REPORT 2019

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CLASS OF 2019

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ANNUAL REPORT 2019

03

GENERAL REPORT Admissions 36 Communications 41 Advancement & Fundrasing 42 Alumni Report 44 Parent Survey 47 Facilities Report 50

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ADMISSIONS REPORT Cătălina Gărdescu Manager of Admissions & External Relations

2018 – 2019 was a year of continued growth and a historical one in terms of enrolment numbers: AISB reached 1,000 students for the first time in its 56 year history. School started in August 2018 with 1,026 students from 64 nationalities.

The enrolment trend for the entire year remained an upward one, the 2018 – 2019 school year ending with 1,031 students in seat. As we move closer and closer towards a full campus, admission to AISB becomes a more complex issue. The school continues to be closed to Romanian students as the 30% quota is met for all classes. For the first time, due to filled classes, the AISB had to say no to international students.

1031 67 students

countries 36

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ANNUAL REPORT 2019

AISB has a richly diversified population of over 1000 students from 67 nationalities attending Early Childhood 2 through Grade 12.

Romanians comprise approximately 30% of the student population, North Americans 14%, and Turkish, Israeli, Chinese and Germans approximately 4% each. The balance are from Europe, Asia, Africa, the Middle East, Australia, and South and Central America.

34 70% 12 languages

international students

scholarship students www.aisb.ro

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ENROLLMENT POLICY As guided by the Mission of the school, The American International School of Bucharest (AISB) engages learners in a rigorous and balanced international education, prepares them to realize their full potential, and inspires them to be successful and responsible global citizens. The AISB is a diverse and challenging learning environment for students aged 2 – 19.

Admission is non-discriminatory and open to all students without regard to race, sex, religion, physical ability, sexual orientation, national or ethnic origin. We invite applications from students who can benefit from an international, IB, English language education.

Admission and continued enrollment in AISB are determined by the school Director based on the recommendation of the Early Childhood, Elementary and Secondary School Principals. When making their recommendations, the Principals consider the following criteria: • The potential of the applicant to benefit from AISB’s educational program, that is based on the International Baccalaureate – PYP, MYP, DP Curricula • The ability of the school to meet the educational needs of the applicant • The ability of the applicant to meet the attendance and behavioral expectations of the school • Fulfillment of the school’s financial and medical requirements In order to maintain the quality of education and our diverse, international character, the school will ensure a multi-cultural and international composition of its student body and faculty. The proportion of any nationality of students will be no more than 30% of any one grade level.

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ANNUAL REPORT 2019

TOP FIVE NATIONALITIES

344

Romanian: 35%

117

American: 12%

46

Chinese: 5%

44

Israeli: 4%

44

Turkish: 4%

TOP FIVE LANGUAGES

NATIONALITIES AT AISB

313

Romanian: 31%

273

English: 27%

45

Chinese: 4%

44

Spanish: 4%

43

Turkish: 4%

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ANNUAL REPORT 2019

COMMUNICATIONS Communicating with our student, parent and community at large is always challenging. Less is more, more is better, print or online, email or sms, we find ourselves always challenged to find a happy medium.

The Weekly and Monthly Newsletters continue to be our best-read publications. Parents go to them to find out information about school events, the calendar, fun photos and tips for the weeks ahead or living in Bucharest.

The AISB Website is continuously being updated to reflect all changes and developments that happen in the school. Our website is the best window to the world, showing potential community members a glimpse of our campus, programs, co-curricular activities and staff.

The star of the news this year was the transformation of the Director’s Blog in the Bat Signal, a blog which showcases student and teacher work and which quickly became a treasure chest of memorable moments during the school days at AISB.

We continued to serve our community through the Noticeboard announcements, social media postings and the various highlights on the school screens and boards.

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ADVANCEMENT & FUNDRAISING Though no specific campaigns were conducted in the 2018 – 2019 school year, the school continued to receive the support of the parent community through their continued investment of time, funds and ideas. Projects that have benefitted from this support were the Design & Engineering Center, the Scholarship Fund and various PTO conducted projects and grants. Thank you to everyone for helping AISB fulfil its mission to engage, prepare and inspire its students!

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ANNUAL REPORT 2019

GDPR: OUR COMMITMENT TO SAFETY AT AISB:

The American International School of Bucharest (“AISB”) processes personal data on its prospective, current and former students and their parents or legal representatives, as part of its everyday operations of providing educational services.

AISB handles your personal data according to the General Data Protection Regulation no. 679 / 2016 applicable in the European Union (“GDPR”). For these purposes, AISB acts as controller with regard to your personal data and the personal data of students (“Personal Data”), meaning AISB establishes the purposes and means of processing the Personal Data. For the purposes of this Privacy Notice, please note that the term “processing” shall represent any operation performed on Personal Data, whether or not by automated means such as collection, recording, storage, adaptation, alteration, consultation, use, disclosure by any means, erasure or destruction.

AISB wishes to be completely transparent with regard to the processing of Personal Data and therefore, we have presented below all the information you may need on this subject matter.

AISB CHILD PROTECTION POLICY

(CEESA) Safeguarding and Child Protection Statement Safeguarding and Child Protection is a priority for every CEESA School.

CEESA commits to supporting school environments that safeguard children through both prevention and intervention.

CEESA works in cooperation with international agencies to ensure standards associated with best practices are regularly reviewed, revised, and applied in all operations, activities, and events.

CEESA leaders honor and uphold child protection guidelines and procedures, in partnership with all stakeholders in their respective school communities.

All CEESA schools will:

•

Actively uphold the CEESA Safeguarding and Child Protection Statement

•

Implement School based Safeguarding and Child Protection Policies and Procedures that includes regular onsite training

•

Employ Safe Recruitment Practices consistent with Safeguarding and Child Protection Policies

•

Educate students and adults on Safeguarding and Child Protection For further information, please review the AISB SAFE COMMUNITY document.

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ALUMNI REPORT

This past year we continued, based on our interest driven strategy, to add value to our community and we made good progress. The Alumni Executive Team is stable and efficient. We have been joined by Pia Stanca who is our new officer for the alumni delegates.

WORLD Alumni Magazines

We published a special edition of the WM magazine, it was launched in December 2018 to celebrate 100 years since the 1918 Unification of Romania. This edition was designed to celebrate the relationship between Romania and AISB, and received great feedback.

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Social Media

We migrated and centralized our social media and all information regarding the Association, including the WORLD Magazine, on alumni.aisb.ro, our purpose built platform.

The platform is growing, allowing us to achieve better results when communicating with our stakeholders. Our record keeping and analytics have improved as well.

Our LinkedIn page is now active and we made it easier for alumni to add on a CV, to help support their career.

AM ERICA N INT E R NAT IO NA L S CHO O L OF BU C H AREST

In-school events

• University applications • Career Speed Networking • Letting GO event • Senior Brunch • Every year we had many alumni visits to AISB.

• Networking event by the CEO Club Romania

The school, in partnership with the Alumni Association managed these events in a smooth and efficient way.

ANNUAL REPORT 2019

75 900 46 officers

registered members

countries

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Alumni Executive Committee From Left to Right: Pia Stanca; George Mucibabici; Fabiana Papastefani (AISB Alumni Liaison) Alexandru Cristescu (Alumni Association President); Dorothea Achim; Michelle Ciubuc; Ana Teodorescu

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ANNUAL REPORT 2019

PARENT SURVEY On a scale of 1-10, with 10 being the best, how would you rate the education provided at AISB?

On a scale of 1-10, where 10 is "very well" and 1 is "not at all," please indicate how well you think AISB EC knows your child?

10

10

9

9

8.5

8.5

8

8

8.1

8.2

8.1

7.9

7.6

7

9

9

8.5

8.5

8

8 7.84

7.5

8.4

2018 - 2019

8.2

8.08

7.9

7.5

6

2016 - 2017

6.5

2015 - 2016

2018 - 2019

2017 - 2018

2016 - 2017

7 2015 - 2016

6

2014 - 2015

6.5

7.3

7.9

8.4

2018 - 2019

10

7.9

2017 - 2018

On a scale of 1-10, with 10 being the best, how would you rate COMMUNICATIONS at AISB?

10

7.5

2016 - 2017

6

2015 - 2016

6.5

2017 - 2018

On a scale of 1-10, where 10 is “very well” and 1 is “not at all,” please indicate how well you think the ES section of AISB knows your child.

7

8.6

8.1

2014 - 2015

2018 - 2019

2017 - 2018

2016 - 2017

2015 - 2016

6

8.6

7 2014 - 2015

6.5

8.4

7.5

2014 - 2015

7.5

8.4

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On a scale of 1-10, where 10 is “very well” and 1 is “not at all,” please indicate how well you think the DP section of AISB knows your child.

10

10

9

9

8.5

8.5

8

8 7.9

6.5

On a scale of 1-10, with 10 being the best, how would you rate STUDENT SAFETY at AISB? 10

On a scale of 1-10, with 10 being the best, how would you rate PARENT INVOLVEMENT at AISB? 10

9

9 8.9

9.0

8.84

8.8

8.5 8

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7.6 7.33

ANNUAL REPORT 2019

2018 - 2019

6

7.6 7.3

2017 - 2018

6.5

7.8

2016 - 2017

6

2018 - 2019

6.5

2017 - 2018

7 2016 - 2017

7 2015 - 2016

7.5

2014 - 2015

7.5

2015 - 2016

8.3

2014 - 2015

8.5 8

6

7.5 2017 - 2018

7 2016 - 2017

7.3

2015 - 2016

2017 - 2018

2016 - 2017

6

2015 - 2016

6.5

2014 - 2015

7

7.8

7.5 2018 - 2019

7.5

7.9

7.5

7.7

2014 - 2015

8.0

7.5

8.4

2018 - 2019

On a scale of 1-10, where 10 is “very well” and 1 is “not at all,” please indicate how well you think the section of AISB MYP (grades 6 to 10) knows your child.

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FACILITIES REPORT Andrei Văcăruș Facilities Director

AISB strives to provide spaces and resources that support student learning in the best ways possible.

The following is an overview of the ongoing process involved in keeping our campus flourishing along with our community.

•

Multiple ES classrooms reconfigured for reasons such as space and change of class type

The 2018-2019 school year consisted of modifications in infrastructure that allowed spaces to accommodate the growing and evolving teaching and learning practices at AISB.

•

New water well (60m Deep) for irrigation

•

Band room soundproofing dismantling

•

Guard post 1 & 2 - interior renovation

•

Glass replacement in the rehearsal music rooms (soundproofing to bandroom)

25+

projects completed

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AM ERICA N INT E R NAT IO NA L S CHO O L OF BU C H AREST

ANNUAL REPORT 2019

The Facilities Department at AISB is committed to effectively and efficiently provide services that foster the success of our students, and supports our faculty, staff, and community visitors.The department has responsibility for the provision of campus planning and development, grounds and facility services, and a safe and accessible campus, including transport and parking services.

•

All campus pavement alleys repairs

• • •

•

•

Installation of additional playground equipment - ELC

Additional playground equipment in ES to create a “central park” theme

Hydro insulation of the art terrace - for water pressure machine

•

•

Automotive storage house renovation and networks improvement

Repair infiltration in the library’s roof/defreezing system

DC (rooms 2,3,4+5) soundproofing ceiling, networks, painting

•

Install new drainage in back parking lot (near trafo station)

•

Access control system upgrade

•

Automated blackout blinds in room p 38 in ELC building

ELC walls renovation

10

hectare campus

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04

PTO REPORT PTO Grants 55 PTO Gala 56 Terry Fox Run 60 International Festival 61

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PTO REPORT Dawn Kovacs PTO President

On behalf of the Parent Teacher Organization team at AISB I would like to thank the community volunteers for your support during the 2018-2019 school year. We are entirely a volunteer-based organization, relying on the PTO executive board and all volunteer community members to assist us in contributing to a greater sense of community through our annual events. We have been very fortunate this year to have many dedicated people helping us make this a reality.

This year we have had a very active PTO executive board that has brought new ideas to life to build a closer community. A few examples of this were the MYP Zombie Run, a Halloween event for older children which included a run, games and dancing. We also hosted the Spread the Love campaign where our community wrote positive messages on hearts, circles and squares to promote happiness by having

54

positive messages throughout the school.

The Gatsby Gala, the 22nd edition of the AISB PTO Annual Gala, generated over 50,000 Euro thanks to the donations of our community members and friends of AISB. The PTO Annual Gala is a cherished annual event where we are able to support the school in a meaningful and relevant way.

The proceeds from this event have funded scholarships for over 40 highly qualified students from the local community who would, otherwise, not have been able to attend AISB. The Auction Gala is an outstanding tradition in our community, and it makes a difference in the lives of all students.

One of the main goals of the PTO team is to provide resources that support the education of the students at AISB and to build and

AM ERICA N INT E R NAT IO NA L S CHO O L OF BU C H AREST

support relationships between the school administration, parents and teachers.

Grants approved during the 2018-2019 school year include :

• Grade 1 Books • Romanian Mother Tongue Program

• Romanian Week • Robotic Pins/Stickers/Hoodies for travel to the U.S.

• Screenagers Film A huge thank you to all volunteers, your dedication is amazing and inspiring, and your ideas and energy make so many things possible.

Dawn Kovacs & the 2018-2019 PTO Team

ANNUAL REPORT 2019

The PTO is an organization of parents and teachers whose goal is to support the education of AISB students by fostering relationships among the school, parents, and teachers. The PTO strives for continued parental involvement to help build a better educational environment for our children.

€4678

€1600

€1531

SS FREEDOM FROM CHEMICAL DEPENDENCY

SS BENCH SPORTS JACKETS

MYP REVAMP SPACES

€1500

€1334

€1032

ES SENSORY EQUIPMENT

GRADUATION GIFTS

CEESA T-SHIRTS, BADGES AND HOODIES

€1000

€1000

€998

ES/SS ANGST FILM SCREENING

€693

READING FOR PLEASURE BOOKS

ES/SS SCREENAGERS FILM SCREENING

ELC SIGNS FOR BIKE TRACK

APPROVED BUT NOT PAYED YET ES MakerEducator Certificate SS Sexual Health for Teens & Parents ELC Art Zone

€5,000 €2,000 €850

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ANNUAL REPORT 2019

• Managed & organized by the PTO • Live and silent auctions, black & white feather game, wine ring toss, raffle • Over 40 K raised for the Scholarship Fund and PTO Grants.

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ANNUAL REPORT 2019

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Terry Fox Run & PTO Welcome Back BBQ

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• All money PTO raises goes to cancer research • PTO volunteers help sell t-shirts before event as well as organize vendors • This event has been organized for over 15 years at AISB

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ANNUAL REPORT 2019

International Day • 21 booths & 37 countries represented • Support to Service Learning groups during the event • Parades - 65 nationalities • Over 1,000 people in attendance • Guests from outside the AISB community

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Designed by Mario Zamfir Produced by Aliant Brands Ltd. www.aliantbrands.co.uk

Blvd. Pipera 196 Voluntari, Jud. Ilfov 077190, Romania Tel: (40-21) 204-4300 Fax: (40-21) 204-4384 office@aisb.ro www.aisb.ro

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Photography by Bogdan Greavu www.bogdangreavu.com

ANNUAL REPORT 2019