ANNUAL REVIEW 2020-2021 Editors Valentina Pollini Bill Volchok
Contributors Maria Angeles Blanco Alison Carollo Johanna Cena Michelle Collin Kevin Hebden Meg Holmes Ann Jurewicz Jennifer Killion Jeremy Majeski Mark Pingitore Valentina Pollini Shawn Plancke Maggie Stuhan Cristina Torrengo Marta Vernet Bill Volchok
© American School of Barcelona www.asbarcelona.com Diseño y producción: ACV Global www.acvglobal.com
INDEX Message from the School Director
2
Board of Trustees
4
Leadership Team 2020 - 2021
6
ASB History
8
School Overview
12
School Demographics
14
Assessments 15 Standardized Tests
16
University Acceptance
17
Divisions 18 Early Childhood Center
18
Elementary School
22
Middle School
24
High School
26
The Arts
28
Performing Arts
30
Model United Nations
33
Nesda
34
Athletics
35
Commitment to Community Service
37
Professional Development
41
ASB English Language Center
42
Parents Association
44
Development Program
46
Alumni Community
47
Financial Report
48
ASB Memberships
49
MESSAGE FROM THE SCHOOL DIRECTOR On September 1st, ASB started as the first school in Spain to start on-campus learning since the Covid Pandemic began in March 2020. Our school-wide theme, “Together,” continued to serve as a guiding principle in everything we did, with the common goal of supporting our community of learners with opportunities and resources to reach their highest potential in a safe and healthy environment. Despite the new Covid rules and restrictions in place in 2020-2021, we were thrilled with how our students and teachers adapted well to the new routines after just a few days. There was a tremendous amount of planning and preparation to comply with local and safety protocols so that our students and staff were safe while in classrooms, the playgrounds, and the lunch spaces. This preparation included the following: • Student Pods -- Creation of student pods and schedules so that students were with the same students during the school day. • New entrance procedures with masks and temperature checks • Newly installed outdoor shaded areas with tables on campus for secondary students and adults to each lunch.
Mark Pingitore Director
• Small group meeting for staff and large group virtual staff meetings and parent meetings. • Campus changes. 1. New cafeteria service delivery and set up. 2. Hand dispensers and extra daily cleaning and disinfecting. 3. Outdoor lunch spaces with newly created shade to reduce number of students in lunchroom.
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The school maintained its strategic focus on math, science, project based learning, athletics, and the performing arts. During the entire school year, the teachers focused on our instruction within pods and the majority of students were involved in either after school sports programs, musicials, and individual instrument lessons. Covid also did not stop our long term strategic planning. For example, the elementary school teachers went through a curriculum review and selected the math textual resource called Bridges to implement with students in 2021-2022. Our core values of student-centred, care, innovation, and resilience shined as we continuously adapted to the ever changing covid situation and protocols. Overall, ASB was incredibly fortunate compared to other schools and countries in the world that spent many months in virtual learning. We had several classes quarantined when a student or staff member tested positive. Our community overcame the anxiety of a rise in cases in the winter months and a 3rd and 4th grade outbreak of Covid in February. ASB was online for less than a week during the entire school year. Fortunately, the year ended with the Class of 2021 being the 2nd class in our history to graduate on our field with social distancing measures and select family members. We are proud despite all of the academic challenges, this class scored the highest of any ASB class with a 37 point average on the International Baccalaureate Diploma Program. This score placed ASB among the top scoring international schools in Europe. As a result, the vast majority of our students were accepted to universities of their choice. We are incredibly grateful to our staff and faculty who supported students and families through this unprecedented year.
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BOARD OF TRUSTEES In preparation and during the 2020-2021 -- The Board planned with leadership to ensure students, staff, and the community were safe on campus as they returned to face to face instruction after the 2019-2020 spring lock down. The Board also worked with leadership on optimising educational systems while in covid while ensuring the school´s finances were stable for the short and long term. This work included:
Oversight of new safety protocols Multiple Financial scenarios related to Covid and Enrollment and Long Term Financial Health Approving Plans for on Campus, Virtual Learning, and Hybrid
Investments in Covid prevention measures such as • Additional cleaning staff and products • Tarps and structures of shade and tables and chairs outside so that the staff and students could have more open air time and distance
In helping the school move toward its vision while in Covid, the Board worked on reviewing, professionalising, and formalising school governance with the Director to optimise the Board’s role and create clearer definitions. In addition, the Board and school leadership drafted revised strategic plans that were more comprehensive and expansive than in the past to meet our mission and core values. This work included the following:
Revisions of the Foundation By Laws Updating School Policies created in 2014-2015 Reorganise Board Committee Structures • • • •
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Governance Finance and Facilities Strategic Planning Director Support & Evaluation
BOARD OF TRUSTEES MEMBERS
Paul Petermeijer President
Angela Bonifacie
Nuria Ribas
Governance
Board Secretary & Communications
Roland Nash
Paola Garbarino
Strategy
Facilities
Pau Bermudez
Daniel van Meer
Treasurer
Academics
Aida Pérez Marketing & Communications
5
LEADERSHIP TEAM 2020-2021
6
Bill Volchok
Johanna Cena
Ann Jurewicz
Maggie Stuhan
Assistant Director
Teaching and Learning Director
High School Principal
Middle School Principal
Jeremy Majeski
Cristina Torrengo
María Angeles Blanco
Ferrán Sole
Elementary School Principal
Early Childhood Principal
Finance Manager
Operations Manager
Kevin Hebden
Shawn Plancke
Alison Carollo
Director of Performing Arts
Athletic Director
Head of Admissions
Valentina Pollini
Ana Mercadal
Jose Manuel Calahorra
Head of Communications and External Relations
Head of Human Resources
Facilities Manager
Marta Vernet
Oren Marktell
Michelle Collin
Head of Activities and Community Service
IT Director
Director of Development and Alumni Relations 7
ASB HISTORY
October 2, 1962 Was the first day of the history of the American School of Barcelona.
In 1977, ASB was given a large sum to leave the rented building in Pedralbes. With this money the school bought the land for the new building in Esplugues de Llobregat.
1960s The idea to open the first and only school to provide an education in English belonged to Dr. Jose Maria Poal. Upon returning to Barcelona from US Dr. Poal was inspired to provide his children with an American education leading him to found the first American School in Barcelona.
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1970s During the 1970s, Spain went from dictatorship to democracy, enjoying the new liberty achieved, which ASB had been enjoying for over a decade. By the end of the 1970s, ASB had 400 students, about 300 in Esplugues and over 100 in la Font del Lleo.
During the 1988-89 school year, we said goodbye to the Spanish national system classes. From that time on all students would study the American High School program, with a series of obligatory subjects for the students who wished to study in Spanish universities.
In 1986, the Ministry of Education recognized ASB as a “foreign school” (centro extranjero).
In 1995, the Generalitat of Catalunya recognized the parity of the North American educational system with the Spanish system.
1980s
1990s
The 1980s brought the reunification of all the students to the Esplugues campus.
The 1990s brought increased enrollment, better facilities, and official recognition for the quality of education that ASB provided. In the spring of 1990, ASB was accredited by the Middle States Association in the United States.
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In 2014, a celebratory event was held to inaugurate the new ECC and Elementary building and the new library. US Ambassador James Costos was a special guest at the event.
During the 2000s, ASB continued working on self improvement and was
rewarded in 2001 when the Middle States Association re-accredited ASB, recognizing its academic excellence and standards. The alumni reunions, celebrations and goodbye parties for teachers have been an opportunity for many to touch base with their old classmates and teachers.
2012
ASB celebrated its 50th anniversary.
In 2007, ASB was the first school to start the International Baccalaureate Diploma Program in English in Barcelona.
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ASB bought the land bordering our facilities and created an outdoor recreation space of about 3,100 square meters. The construction started in August 2017 and includes an outdoor amphitheater, artificial grass field, hard court play space, and gardens. In
January 2018, the school completed the Middle States Association of Colleges and Schools (MSA) re-accreditation process and met all MSA standards.
2019
In 2016, ASB launched a development program called Building Together to help unite the community and start an inclusive culture of giving.
October 19th was a momentous day in ASB´s history: the inauguration of our new Middle School and auditorium-gymnasium. Over 400 community members celebrated this special event and got to see first-hand how the space brought everyone together and allowed us to spotlight our tremendous student talent. This new facility is a sign of our quest for ongoing improvement and just the starting point of where we would like to go as a school.
In 2020 ASB, like all schools in Spain,was forced to close our campus in order to combat the spread of coronavirus. Overnight, teachers and students of all ages had to adapt to a curriculum delivered 100% online. Fortunately in 2021, we came back to a full school year although still following strictly the covid protocols and procedures. We really missed having parents on campus.
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SCHOOL OVERVIEW The American School of Barcelona (ASB) is an international, private, non-profit, coeducational day school serving students from 3-18 years old in the greater Barcelona metropolitan area since 1962. ASB offers a university preparatory curriculum which provides its graduates access to American, Spanish and international universities.
Is member of the Barcelona International School Association (BISA) and has close ties with other international schools in Spain.
Participates in the European Sports Conference (ESC), a regional sports league made up of schools from around Europe.
Belongs to the Mediterranean Association of International Schools (MAIS) and European Council of International Schools (ECIS) Regional associations.
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Is accredited by the Middle States Association of Colleges and Schools and the International Baccalaureate Organization (IBO).
Is recognized in Spain as a Centro Extranjero (foreign school) by the Generalitat de Catalunya and the Spanish Ministry of Education.
Receives a grant from the US Department of State’s Office of Overseas Schools.
VISION The American School of Barcelona seeks to continuously improve through innovation. Our aim is to be recognized as the leading international school in Europe, empowering students to lead with integrity, to open minds, and to transform the world.
CORE VALUES
MISSION
Caring, Student-centered, Innovative, Rigorous, Resilient.
Our mission is to empower preschool through 12th grade students to become global citizens with the critical thinking skills and the self-confidence to maximize their potential.
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SCHOOL DEMOGRAPHICS Start of School Year Enrollment 950 913 900
332
928 888
866
855
Students by Divisions
88
High School
Early Childhood Center
850 800
789
888
750
Students 700 650
219
600
2015-2016
2016-2017
2017-2018
2018-2019
School Demographics
22%
28%
50%
2019-2020
2020-2021
Middle School
249
Elementary School
Faculty Profile The ASB staff includes 118 faculty members (teachers and assistants), 26 support staff and 25 administrators. The approximate composition of faculty by nationality is: English speaking countries
60% Spanish
31% Other countries North American
Spanish 50+ nationalities
14
Other countries
9% More than 80% of our international teachers have advanced degrees.
ASSESSMENTS EXTERNAL ASSESSMENTS IB RESULTS International Baccalaureate Diploma Scores No. of ASB IB students % of ASB students that passed
Avg. ASB IB score
ASB high score (out of 45)
World average
2019
72
94%
33
42
30
2020
65
100%
34
44
30
2021
75
97%
37
44
33
Official IB Course Grade Distribution for the Class of 2021 Grade received
Number of exam takers
7
6
5
4
3
2
Group 1: Studies in Language and literature (English A)
75
9%
39%
43%
9%
0%
0%
Group 1: Studies in Language and literature (Spanish A)
55
18%
36%
40%
5%
0%
0%
Group 2: Language Acquisition (Spanish)
18
78%
22%
0%
0%
0%
0%
117
21%
38%
31%
9%
2%
0%
Group 4: Sciences
89
39%
31%
18%
10%
1%
0%
Group 5: Mathematics
75
25%
33%
32%
8%
1%
0%
Group 6: The Arts
19
11%
21%
47%
21%
0%
0%
IB SUBJECT AREA
Group 3: Individuals and Societies
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STANDARDIZED TESTS Measures of Academic Progress (MAP) The MAP tests are standardized assessments designed to measure growth in student learning in reading and math. Students in grades 3 through 10 are tested each spring to help teachers plan instructional programs and measure student growth. ASB is significantly outperforming other international schools in both reading and math in most grade levels.
MAP: Reading 260 235
240
218
220 208 208 210210
200
214
222 218 220 221
216 216
231
234 223
225 225
240
4th
5th
7th
6th
ASB
MAIS
ECIS
8th
228
9th
10th
EARCOS
MAP: Math
265
260 246
240
230 222
218
220 206
202
205
3rd
210
212
226
233
228 228
226 228
232
244 233236
252
250 238
242
256 245
248
255
253 255
258
215
4th
5th
6th
ASB
7th
MAIS
ASB, American School of Barcelona MAIS, Mediterranean Association of International School ECIS, Education com for International Schools EARCOS, East Asia Regional Council of Overseas 16
235
200 199 202 202
3rd
200
234
231 232 229
228 229 230
ECIS
8th
EARCOS
9th
10th
UNIVERSITY ACCEPTANCE University Acceptance and Matriculation Graduates from the Classes of 2017-2021 were accepted to the following universities. (Highlighted universities indicate matriculation). UNITED STATES American University Babson College Bard College Bates College
Berklee College of Music Boston College Boston University Bowdoin College
Brandeis University
Brown University
California State University, Humboldt California State University, Northridge California State University, Stanislaus
Carnegie Mellon University Chapman University
Colgate University
Columbia University
Connecticut College Cornell University
Drexel University
Duke University Earlham College Elon University Emerson College Fashion Ins tute of Technology Flagler College Florida Institute of Technology Florida State University Fordham University Franklin Olin College of Engineering
George Mason University
George Washington University Georgetown University Georgia Institute of Technology
Harvey Mudd College Haverford College
Harvard University Indiana University Bloomington Johns Hopkins University
Kenyon College Lafayette College
Loyola Marymount University
Macalester College
Massachusetts Institute of Technology Miami University, Oxford Michigan State University Middlebury College New York University Northeastern University Northwestern University
Nova Southeastern University Oakland University Oberlin College Ohio State University
Pace University Parsons, The New School Pennsylvania State University
Pepperdine University Pratt Institute
Purdue University Rensselaer University Rice University Rutgers University Saint Louis University
San Diego State University
San Francisco State University Savannah College of Art and Design
Scripps College Seton Hall University
Skidmore College Smith College St. John’s College Stanford University
Stevens Institute of Technology Syracuse University Temple University The New School Trinity College Tufts University University of California, Berkeley
University of California, Davis University of Portland University of California, Irvine University of Richmond University of California, Los Angeles University of Rochester University of California, University of San Diego San Diego University of San Francisco University of California, Santa University of South Carolina Barbara University of Southern University of Chicago California University of Colorado Boulder
University of Houston University of Illinois at Chicago University of Iowa University of Maryland, Bal more Country University of Massachusetts, Boston University of Miami
University of Michigan University of Notre Dame University of Pennsylvania
University of Tampa University of Virginia
University of Vermont University of Washington University of Wisconsin, Madison Vanderbilt University Vassar College
Virginia Polytechnic Instute
Wellesley College Wesleyan University Worcester Polytechnic Institute Yale University
University of Pittsburgh
UNITED KINGDOM Abertay University Aberystwyth University
Goldsmiths, University of London
Aston University Bath Spa University Birmingham City University
Imperial College London Keele University King’s College London
Arts University Bournemouth
Heriot-Watt University
Bournemouth University
Kingston University Lancaster University
Brunel University London Cardiff University City University of London Coventry University
Durham University Edge Hill University Edinburgh Napier University Glasgow Caledonian University
CANADA Carleton University
Concordia University McGill University
McMaster University Queen’s University
Ryerson University Simon Fraser University St. Francis Xavier University University of British Columbia
University of Manitoba University of Ottawa University of Toronto
University of Waterloo
York University
Leeds Beckett University Liverpool Hope University
London Metropolitan University London School of Economics and Political Science
London South Bank University Loughborough University
NETHERLANDS Amsterdam Fashion Institute
Amsterdam University of Applied Sciences ArtEZ University of the Arts Erasmus University Rotterdam Hotelschool The Hague Leiden University College The Hague NHL Stenden University of Applied Sciences Maastricht University The Hague University of Applied Sciences
Tilburg University University College Maastricht University College Utrecht University of Amsterdam University of Groningen
University of Maastricht University of Twente
University of Utrecht VU University of Amsterdam
Vrije Universiteit Amsterdam Wittenborg University of Applied Studies
Manchester Metropolitan University New College of the Humanities
Newcastle University Northumbria University
Nottingham Trent University
Oxford Brookes University
Queen Mary University of London Ravensbourne Regent’s University London
Royal Holloway, University of London School of Oriental and African Studies
SPAIN Blanquerna - Universidad Ramón Llull ESADE EU Business School Barcelona IE - Interna onal University Instituto Químico de Sarrià Interna onal University of Catalonia UIC LaSalle-Ramon Llull Universidad Abat Oliva - CEU Universitat Autónoma de Barcelona Universidad Complutense de Madrid Universitat de Barcelona Universidad de Navarra Universitat Politécnica de Catalunya Universitat Pompeu Fabra Universidad Ramón Llull Universidad San Pablo - CEU
St George’s, University of London Swansea University
University of East Anglia University of East London University of Edinburgh
University of Aberdeen
University of Exeter University of Glasgow
University College London University for the Creative Arts
University of Essex
University of Bath
University of Greenwich University of Huddersfield University of Hull
University University University University
of of of of
Bedfordshire Birmingham Brighton Bristol
University of Cambridge
University of Chester
University of Derby
University of Dundee
University of Kent University of Lancaster University of Leeds
University of Leicester University of Liverpool
University of Manchester
OTHER COUNTRIES American University of Paris, France
American University of Rome, Italy American University of Switzerland, Switzerland
Bocconi University, Italy City University of Hong Kong, Hong Kong Copenhagen Business School, Denmark École Polytechnique Paris, France ESCP Europe Business School, France Franklin University, Switzerland Geneva Business School, Switzerland GISMA Business School, Berlin, Germany Grenoble School of Management, France Les Roches International
University of Portsmouth University of Reading University of Sheffield
University of Southampton University of St. Andrews
University of Stirling University of Strathclyde University of Surrey
University of Sussex
University of the Arts London University of Warwick
University of Westminster University of Winchester University of York
REST OF THE WORLD School of Hotel Management, Switzerland Marist College, Italy
Paris College of Art, France Polimoda Interna onal Institute of Design and Marketing, Berlin University of Applied Florence, Italy Sciences, Germany
University of Nottingham University of Oxford
Sciences Po, France Trinity College, Dublin, Ireland
University of Lausanne, Switzerland Vesalius College, Brussels, Belgium Webster University, Austria
Bar Ilan University, Israel
New York University, Shanghai, China
University matriculation Class of 2021
Spain 25,6% USA 23,2% UK 19,5% Netherlands 18,3% Other EU 6,1% Gap Year/Other 3,7% Rest of the World 3,7%
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EARLY CHILDHOOD CENTER INSTRUCTIONAL PROGRAMS Math: Measurement / Comparison This year’s ECC goal focused on the Math learning Standard Measurement & Comparison as these concepts & skills are present in the environmental life of every child when observing, exploring, communicating and playing. Measurement is all around! Grade level lesson plans embedded the measurement expectations with the program’s Units of Study and real life experiences. Besides diving deeper in measurement and comparison, concepts & skills branched out to other areas of development. In Language, concepts were practiced when describing, predicting, estimating and reasoning results and/or situations. Building vocabulary was key for better communicating thoughts and observations. The question of the day made children think out of the box connecting comparison/measurement concepts to their critical thinking. Read Alouds involved different size animals, family members, community members and objects. Comparing long and short names helped children learn letter names and sounds.
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Centers continued with investigations as children mixed ingredients, built structures, drew figures, traced shapes and began to connect number to length. It was exciting to use non standardized measurement tools to obtain more “accurate” answers. They realized which objects were longer or shorter, taller, smaller, heavier or lighter. Finding evidence was important as it confirmed children’s observations and estimations. Free play offered many opportunities for our students to engage in gross motor activities where they compared length and height of jumps. You would also see children measuring table tops, chairs, rugs, bookshelves, books, train tracks, wooden structures and drawing pieces. They used shoes, paper clips, crayons, erasers, unifix
cubes and more as their non standard unit. Children came to understand that objects can be measured in different ways, depending on the attribute of interest. We concluded that daily hands-on exposure to a variety of activities, especially connecting real life experiences,was very beneficial for our young learners as it sets the pillars for Math-measurement / comparison development thus providing opportunities to strengthen both children’s number and measurement understandings simultaneously. Measurement provided links between mathematics and other areas of development enhancing language as the vehicle for communicating thoughts, observations and reflection.
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SCHOOL COMMUNITY Positive Discipline The ASB community fosters effective and fluid communication when dealing with behavior challenges amongst our stakeholders. We believe in focusing on solutions & fluid dialogue when problems arise, ensuring that there’s always mutual respect when searching and giving alternatives when solving conflicts. In ECC, we want to support positive ways to resolve conflicts. The Positive Discipline approach aligns with the way we resolve challenging situations in school. In the younger years we view mistakes and challenging situations as learning opportunities for our students. The ECC staff have attended many Positive Discipline workshops, learning to teach and guide children by letting them know what behavior is acceptable with firmness and kindness.
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After a 2 year training process ECC has implemented the Positive Discipline approach to our social emotional program. Besides managing challenging situations, PD teaches children self-discipline, problem solving skills and cooperation. A sense of responsibility is present when learning from mistakes. Children also learn how to manage their emotions. In ECC we want our young learners to develop a strong understanding that one has the power or influence over what happens to them in life in any given situation.
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ELEMENTARY SCHOOL INSTRUCTIONAL PROGRAMS Sit Stay Read Our partnership with the SOS Galgos foundation continues! Through their Sit Stay Read program, at the start of the school year, students learn about Galgos and how to best care for them. After this visit, the Galgos come to campus weekly and are read to by our 1st grade students. This program has helped our students gain confidence as early readers and gives them an opportunity to put their learning into practice through read alouds.
Phonics Program The 2020 - 2021 school year marks the first full school year of implementation of our new phonics program. Our program, written by the experts at Teachers College Reading and Writing Project, is a supplement to our strong reading and writing units and is based on the most current research on phonics. Through the phonics program, students in kindergarten through 2nd grade gain a solid understanding of connections between sounds and the written language through mini-lessons and small group games and activities, and then move on to apply their skills to their reading and writing throughout the school day. Our teachers have had support from our staff developers from Teachers College as they have learned more about the program and how to adapt it to the unique needs of our multilingual students.
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SCHOOL COMMUNITY Return of the 5th Grade Pyrenees Trip After an incredible year plagued with quarantines, virtual instruction, and general struggles with COVID, we were very fortunate to be able to reinstate our 5th grade trip to the Pyrenees. This trip has been a cornerstone of the elementary school experience for almost 10 years. The trip consists of a 4-day, 3-night trip to the Cerdanya region of Catalunya. With the support of our partner organization, Organitza, our students participate in activities including rafting, horseback riding, hiking, caving, orienteering, and a ropes course. Our students walk away from this experience with a new level of independence, confidence, and connections to their peers before heading off to middle school. Students and staff alike were thrilled to have been able to end the year with this trip!
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MIDDLE SCHOOL INSTRUCTIONAL PROGRAMS While the year started amidst the COVID-19 global pandemic, we were able to successfully reenvision our schedule, with students in pods to keep our community members safe and healthy, and continued to keep our academic and community standards high. Many of our programs, including Castellano/Sociales, Spanish Language Learning, Catalan, Catalan Language Learning, and Information Technology/Maker were delivered via a hybrid model with students and teachers collaborating across classrooms day-to-day and offering new and innovative opportunities for pacing, differentiation, presentation, and collaboration to meet students’ needs. Additionally, classes explored new opportunities to participate in digital field trips such as our 8th grade Castellano and SLL students “visiting” Madrid with their own local tour guide, or digital cross-divisional collaborations including our Catalan and CLL students teaching each other, and our larger community, about various barbarismes in Catalan and the corresponding correct vocabulary. Our Art and Music classes were offered year round and this allowed for many strategic cross curricular collaborations. For example, in 6th grade, in their Science, Art, and Math classes students were supported in a project based learning experience in which they designed, created, and presented their own “perfect 24
mug” in a “perfect box.” In 7th grade, a Humanities, Art, and Maker collaboration entailed students designing and building model aqueducts during their study of Ancient Rome. An 8th grade Art and Science project based unit had students learning about diversity and evolution, studying the animals and plants of Catalunya. Each 8th grader created a page for a class field guide covering just a few of the species that can be found in the region. Students also drew scientifically accurate representations of their species and went on a short outing to Collserola Park to observe a few of the plants and animals found in their guide.
SCHOOL COMMUNITY Our Math Department also took advantage of some of the unique opportunities for global collaboration and connection during the pandemic this year by having students participate in World Maths Day in May and supporting 8th graders in playing the Stock Market Game (global economic simulation). Middle school students continued to participate in a variety of math competitions including Math Counts, Gauss, and ISMTF Math competitions in which we had our best results yet.
with our MS Counselor and Student Support Services Coordinator to plan and sponsor two follow-up on campus team building activities in November/December and again in April. We were also proud to be able to continue to offer, or even expand, many of our teacher sponsored activities and opportunities for students from the Max Courage essay writing club and celebratory lunch for their students and/or the celebratory lunch held in honor of our GSA (Gender and Sexuality Alliance) sponsoring their first ever Words Hurt/Words Heal Campaign.
Professional development opportunities continued with distance conferences, workshops, and even labsites for teachers and students, led by Dr. Mary Ehrenworth at Columbia University and Paul Anderson, renowned international science staff developer. The Middle School Leadership Team also participated in continued training to support the evolution of our Advisory Program allowing us to add additional lessons to support the particular needs of the middle school learner. While we were not able to get off campus for our team building days at the beginning of the year, we did host events at school. Following the success of these days, our Student Leadership Council was inspired to collaborate
At the end of the year, we felt incredibly fortunate and grateful to be able to get students off campus for the final team building events of the year as well as bring parents on campus to host our 8th Grade Promotion Ceremony in person, with live streaming offered for community members who were unable to attend. Closing the year like this, with grade level and family celebrations, was a perfect way to close out this exceptional year #Together.
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HIGH SCHOOL
INSTRUCTIONAL PROGRAMS Despite the global pandemic, ASB high school strategically initiated a pod system allowing for live instruction the entire school year. This meant our students received the best individualized, presential learning from faculty and staff. In addition, the High School was proud to offer an even richer and deeper instructional program, expanding social-emotional learning in all grade levels and optimizing best practices in the delivery of the prestigious International Baccalaureate program.
In the IB program, our graduating class of seniors were able to sit for their exams and performed well with 27% scoring 40 or above, qualifying them in the top 5% of IB students worldwide. ASB had two high scores of 44 and 18 additional scores at 40 or above. Planning for expanded pathway options within the high school program of studies focused on how to provide customized student-driven education based on real world experiences. This will provide students with independent study and choice IB coursework as well as internships and service learning opportunities.
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SCHOOL COMMUNITY With the addition of a third high school counselor, new initiatives were launched in providing weekly support for students in grades 9 and 10 regarding emotional wellbeing, identity development, future college/career planning, sexuality awareness, and drug/alcohol prevention. Monthly parent chats were aligned to topics of student instruction to enable ASB to partner with families in meeting the socio-emotional and academic needs of students.
In partnership with ASB’s Development Director, high school students enjoyed virtual live meets with graduates currently in university to hear advice on the admission process and post-graduate life. Additionally, students had live meets with alumni in a wide-range of fields for career advice on how to make the most of university learning and early career advancement.
with Dr. Mary Ehrenworth from Columbia University and internationally renowned science consultant Paul Anderson.
One again, the high school was able to hold a live graduation ceremony for students and families, live streaming the event for hundreds of family and friends all over the world. All in all, we are extremely proud of how, in the face of adversity, we were able to rise to the challenge of keeping our students safe while being on campus. We managed this through great creativity, collaboration, and community support...TOGETHER.
Professional development for our teachers focused on how to create a safe and inclusive environment for all students and deepened academic rigor. Training covered best practices in collective efficacy, classroom strategies to differentiate for individual student needs, and vertically and horizontally aligned instruction and assessment. The high school continued its labsite work 27
THE ARTS
Elementary A Project-based Learning project seed was planted in the elementary art classroom by first grade teachers by drawing animals in their habitat, an amazing collaborative and interdisciplinary project.
Meet the Artist Our 5th graders did their annual research about important artists. Unfortunately this year the students couldn’t present their “Meet the Artist” art pieces and essays to their parents.
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Middle School This year in Middle School students used acrylic paints in their Painting Unit and made fun door knob signs, they created their design ideas into Adobe Illustrator and printed them in the laser cutter in the Makerspace room. Several grades participated in the Victoria’s shoes project by decorating shoes donated by a parent.
IB Art Exhibition In spite of pandemic restrictions, we were able to host the annual IB Visual Art exhibition at a local exhibition space. Parents and students were able to visit the show and talk to the artists about their work.
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PERFORMING ARTS The performing arts program has grown in size and quality, despite difficult conditions. Our enthusiastic and creative team have ensured that students still have access to the full range of activities, even with COVID protocols being in place.
Grade 4 and 5 Band / Orchestra program Grade 5 continued learning their chosen instrument, whilst, due to covid restrictions, we decided that all of grade 4 would learn violin through the orchestra program. Students developed their instrument skills and music reading skills alongside learning how to perform as part of an ensemble. Students shared their work in a live streamed concert in May.
Concerts and Performances We had a range of different performances throughout the year, mostly live streamed to parents due to pandemic restrictions on attendance. Mr Peter led three ECC concerts, Ms Jennifer led the ES concert and the ES talent show, which went virtual at the last minute! Ms Bronwyn led a series of Open Mics and an IB concert for HS students. Both staff and students performed in the morning at the school gates the week before winter break and also during the week of valentines day.
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Spotlight Productions - Remember my name - A tribute to Fame The spotlight team took to hybrid learning in an attempt to keep musical theater alive during this year. Students rehearsed through virtual learning in neighbouring classrooms, which Ed, Michelle, Renata and Kaitlin rotated through the rooms. Spotlight released a taster video before the winter break featuring the song Fame and then started rehearsals on the main feature for the year - a version of Fame with scripts, dancing and singing all in pod groups. The final version was great and students thoroughly enjoyed the process.
LYNX Enrichment Drama MS students had six drama sessions as a part of the MS LYNX enrichment carousel. Students learnt drama techniques such as mime, tableaux, improvisation and character development.
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Instrument lessons Instrument lessons have gone from strength to strength this year. We had a slow start as visiting teachers couldn’t come on campus at the beginning of the school year, but from November we have expanded these lessons. We now have almost 50 students participating in one on one instrument classes, with a growing range of instruments. Students shared their progress in a virtual concert in June.
IAB visit At the end of May, ASB received visitors from the Institute of the Arts Barcelona. The third year acting students performed a devised performance of “Pinocchio”. K5, Grade 1 and Grade 2 were invited to watch the show and the students had a great time. There was plenty of opportunity for audience participation throughout the show. This is the third year we have connected with the Performing Arts University in Sitges and look forward to future collaborations.
ASB has become an affiliated member of the Association of Music in International Schools (AMIS). This will allow ASB to enter international music festivals and top quality PD for our music staff. Mr Kevin volunteered his time to be a judge in February for the AMIS Online Solo festival. Mr Kevin evaluated students on saxophone and upper brass and gave feedback to students from around the world. We are looking forward to having students enter next year’s events. 32
MODEL UNITED NATIONS Model United Nations The strength of our students’ commitment to tackling global issues has always been demonstrated in our active participation in Model United Nations events throughout the year. So even though the pandemic has sent the MUN conferences on-line we have had strong participation in the 3 main conferences we attend. November 2020: IMUN (The Iberian MUN) 11 student delegates and one chair participated. January 2021: THIMUN (The Hague International MUN) 11 student delegates and one chair participated.
March 2021: BCNMUN 2021 (pt1). As the usual time for this conference is for ASB to host in the fall, we pushed the date back to the spring in order to hope to have a face-to-face conference. Unfortunately, we had to do a virtual conference in the end. The conference was successful in engaging over 90 delegates, including 6 from ASB, and our ASB chairs and executive team of organisers.
We were also able to continue having experienced MUNers from the 10th grade go down into the 8th grade classes and give mini-seminars as an introduction to the MUN process. While the ongoing pandemic has placed some obstacles in the way of having traditional MUN conferences, our students are resilient in adapting to using technology and continuing to engage in the thoughtful conversations that will drive the political agendas of our world.
BCNMUN 2021 general secretary Pablo Urrutia
THIMUN Delegation 33
NESDA
As with the MUN programs, the Speech and Debate programs at ASB have thrived within the constraints of the pandemics restrictions. As a member of NESDA (New European Speech, Debate and Acting Association) ASB teams are in a competitive international league consisting of 11 member schools which host two tournaments a year in which students compete in the "communicative arts" of speaking, debating and acting. Our coaches were able to enter our teams into a fall and spring virtual tournaments where they earned multiple medals in many events. This year our ASB team of 18 students surpassed any ASB team performance, earning 9 medals in the tournament. Meanwhile, the NESDA related elective debate program in the 9-10 years continues to grow in size and quality. The NESDA team will also be preparing hosting a NESDA tournament event next year.
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ATHLETICS In 2020-2021 our ASB sports program had a year like none other. As schools around the world were not allowed to have team sports in their schools due to COVID, ASB felt very fortunate that we were allowed to provide sport opportunities to our students.
In September and October we began the year with normal team sports and our teams had scrimmages on campus against one another. Then as the COVID cases rose, from November until March, ASB was allowed to offer sports in pods. In High School the students were grouped in their grade level pods mixed with boys and girls for our core sports of volleyball, basketball and soccer. In grades 5-8 the students took part in after school sports in their pods with different sports being offered such as volleyball, soccer, basketball, flag football and fitness.
ASB got to finish the year with full team sports in grades 5-12 from April until June. Twelve of our weekend league teams competed in games with other schools and clubs from Barcelona. Parents were allowed back on campus for the first time in the past eighteen months to watch their sons and daughters play.
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Summer Basketball Camp Despite Covid restrictions, we could run our summer intensive Basketball Camp led by Coach Tex and designed to improve the student-athlete’s motor skills, basketball IQ and strength/conditioning. Students aged 11-18 upgraded their basketball skills with top level coaches with professional experience from the United States and Europe.
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A COMMITMENT TO COMMUNITY SERVICE AND SERVICE LEARNING
Connections with remote communities in the Peruvian Amazon The Peruvian Navy’s PIAS (Social Action Itinerant River Platforms) travel along the Amazonia serving hundreds of isolated river communities. The American School of Barcelona partners with the Peruvian Navy in the development of educational programs. Thanks to the PIAS’s resources we are able to connect remote communities in the Amazon basin with The American School of Barcelona and offer students from both sides the opportunity to meet on-line, celebrate recurrent on-line events throughout the year, and exchange knowledge and experiences following a program for a mutual benefit.
Building Knowledge A Service-Learning project with the Naval Lyceums of Quito and Guayaquil in Ecuador. More than 70 students from ASB were involved in this project, led by the 9th and 10th service class. The students collected and classified more than 40.000 pieces of Legos. They created STEAM educational activities and shared them in a website created by them. The students met with the students of the Naval Lyceums who were contributing to the project by replicating what we have done in Barcelona.
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Project Avow Our students participated in a Service-Learning program originated at GD Goenka World School in Delhi, India. Project Avow is a student led initiative to offer a safe space where students, after a year-long lock-down in India, can share experiences and obtain emotional support. ASB students joined the program to design the logo and form part of a ‘pen-pal’ network to add support through online connections and enrich the program. The program has professional support from psychologists and university professors from the US, India, and Barcelona.
Furnishing the Future This Service project had two parts. The first part was to repaint, reorganize, the room that ASPROSEAT led us to store the furniture that is donated by the ASB families. The room was really disorganized and dirty, ASB students mopped, cleaned and painted. The second part of the project is to run the program “Furnishing the Future” where students coordinate the pickups of furniture of the ASB families as well as the drop offs for the institutions in need.
With “Furnishing the future project this year we have been able to: Donate chairs and study table and a bed to a family from Caritas Esplugues. Donate a sofa to the After School center in Nou Barris for the youth that participates in the educational program of Marti Codolar. We have been able to furnish a whole apartment for a vulnerable group of mistreated women from Foundation Magone (beds mattresses table chairs, closets, utilities). Furnished two children’s rooms for two vulnerable families from “Marti Codolar” social services (the children were sharing a mattress in the floor). We have an important stock of furniture that will be distributed starting this coming September as part of the CAS project of two senior students. We are fortunate that we were able to establish a partnership with ASPROSEAT our neighbors in Esplugues who kindly lent us a room to stock all the furniture. As a spinoff effect of furnishing the Future and due to the dramatic situation of some families due to COVID, several ASB families donated clothes, kitchen utilities that we have also been able to donate to “Fundacion Magone” for the more than 100 families that are on the poverty line.
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The Cerebro Project Inbrainz, a non-profit company, has created CEREBRO as a conversational Artificial Intelligence knowledge base. The objective of the program is for students of ASB to nourish the Artificial Intelligence of CEREBRO with units of local knowledge aligned with the curriculum and transmit truthful and valuable information to millions of users. Our collaboration helped to make CEREBRO a powerful educational tool.
Solidarity Concerts in Winter Holidays A solidarity concert was held with a 10th grade class and the elders of Elder Center Orpea. The concert’s title was Balcony to Balcony and ASB students sang to the elders from the streets. The students designed the poster for the event, they selected appropriate songs and they participated in a chat with the phycologist of the center that talked to them about the situation of loneliness of the elders due to Covid. A second concert was organized in Sant Just Desvern Elder Center “Nuestra Señora de Lourdes” with 11th graders. The students composed the songs and communicated with the nuns of the center.
RefugArt 2021 The school-wide event that had the participation of all students of ASB. The executive team of students came up with the idea of doing it in the morning so we could impact more students. We also conceptualized the virtual event in the afternoon for parents. The UNHCR kindly lent us the tent and brought it to ASB. We had more than15 art pieces from renowned artists of Barcelona and worldwide, and we raised more than 6000 euros. We also brought on board Fundacion IBO, a NGO based in Barcelona that helps refugees and civilians from the island of Ibo in Mozambique. 39
Collserola Partnership Ms Marta worked with 3rd grade teachers designing and coordinating a more in-depth service action in Collserola Park, going to the Environmental Center of Can Coll where the students learned about the park, with the purpose of improving and making more connections to the activities they annually do in San Pere Martir. It culminated with a Social Impact activity in Esplugues near ASB.
Partnership and projects with Fundacion Magone
Beauty Tech The 9th-grade service class partnered with ASPROSEAT to do a service Tech project that consisted of getting old computers, fixing them to be used by the ASPROSEAT community, and tuning them with art materials. Divided into two groups, one group did the artistic transformation, and the other group did the tech adaptability of the computers as well as included appropriate programs for the future users. This activity culminated with a closing ceremony where we went to ASPROSEAT, presented the computers, and we ran them through the process.
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At the beginning of January, 15 students from 11th and 12th grade attended a presentation by Raul Lerones about poverty in Barcelona in Marti Codolar center. ASB students organized a “Sharing to Learn “program from February to April where they taught English to the unprivileged children They also organized a sports day where the children participated in different activities. Martí-Codolar is in the Horta-Guinardó district of Barcelona and works preferably in the neighborhoods of La Clota, El Carmel, Teixonera, Montbau, and Horta. Most people they serve at the center are at social risk or are already socially excluded. From battered mothers with babies, through children, adolescents, and young people, to the adult population derived from Social Services in structural unemployment. Therefore, we can say that the socioeconomic level is low or very low. We have also given them clothes and furniture from the “Furnishing the Future” program.
PROFESSIONAL DEVELOPMENT Despite the impact of Covid-19, 2020-2021 was an exciting year of professional development for ASB staff members. We started off the year offering professional development and collaborations as part of the American International Schools in Spain (AISIS) organization, consisting of four international schools in Spain offering the highest level of professional development for teachers. ASB was one of the founding members of this organization. Research suggests that professional learning should be ongoing and job embedded, therefore we have offered professional learning experiences for multiple days across the year led by international consultants and teacher leaders in our schools. The consultants who worked with our staff included:
Dr. Mary Ehrenworth
Paul Andersen
Deputy Director of Columbia Teachers College Reading and Writing Project worked with teachers on small group instruction, as well as critical literary lenses in fiction and non-fiction texts
Science Consultant worked with elementary and secondary teachers to use inquiry and science phenomena to engage students in hands-on instruction aligned with the Next Generation Science Standards.
Sarah Mann Staff Developer from Teachers College Reading and Writing Project worked with K-2 teachers on effective literacy instruction
In addition to these consultants, teachers across AISIS schools, including five from ASB, facilitated virtual learning experiences for teachers in math and Castellano instruction. In addition to these professional learning opportunities, we continue to offer coaching for teachers with instructional coaches in each division. The Teaching and Learning department is proud to offer world class professional development for teachers, which will ultimately impact the learning experience of all ASB students. 41
ASB ENGLISH LANGUAGE CENTER
The ASB English Language Center offers English language classes to non-ASB students ages 3 to 16 on Monday and Wednesday evenings and Saturday mornings from October to May and a four-week intensive course in July. Local demand for the ASB English Language Center programs was strong in 20202021, despite COVID restrictions, with a total of 205 students enrolled in our Weekday/Saturday programs.
In November 2020, Weekday and Saturday English classes transitioned to a virtual platform with ELC teachers delivering classes through a hybrid model of online classes with assignments. Cambridge Exam preparation students, including PET (B1), First Certificate (B2) and Advanced (C1), completed the official exams in spring 2021.
Official Cambridge Exam Scores No. of ELC students who took exam
% of ELC students who passed
ELC Avg. score
Spain Avg. score
World average
PET (B1)
16
94%
154.9
150.6
151.8
First (B2)
17
94%
167.0
166.9
168.2
Advanced (C1)
4
100%
186.8
186.1
187.8
Over 300 students enrolled in ASB’s Summer 2021 Program, which ran the full four weeks this year. Early Childhood and Elementary students enjoyed Yoga, Art and Sports classes in the morning while Middle and High school students participated in Sports, STEM and Programming classes. Primary Afternoon classes included Circus/ Performing Arts, Music, Dance, Art, Video Art, STEM, and Kodable programming. Secondary Afternoon students participated in Musical Theater, Dance, Art and Sports classes, culminating on the final day with a musical performance of “A Tribute to Mamma Mia.” 42
ELC Summer Morning Staff
Summer Secondary Sports Class
Summer STEM Building Challenge Class
Storytime in Weekday ECC Class
Summer Afternoon Dance Class
Sports in Summer Primary Class 43
PARENTS ASSOCIATION In November 2020, the ASB Parents Association held a virtual General Assembly meeting with Executive Committee members to recognize departing PA President, Tiffany Lee-Hartley, and to welcome new PA President, Ana Pérez-Muelas. Under the leadership of Ana Pérez-Muelas, the new Executive Committee, comprised of Mireya García Casa (Vice President), María González (Treasurer), Mary Beth Jenkins (Secretary), and new PA Members, Luna Leenders, Luisa Torras, Paula Hernández and Katja
Schifferer, were tasked with engaging the community to boost school spirit and solidarity amidst challenging Covid protocols and restrictions. One of the biggest efforts was organizing the Welcome Committee and Neighborhood ambassadors to build community and engage new families. “This year was certainly challenging with the Covid pandemic forcing us to bring creative virtual engagement opportunities to our community during the most trying of times”.
Highlights from 2020-2021 OCTOBER Halloween celebrations / decorations on campus.
DECEMBER Holiday decorations on campus.
FEBRUARY Valentine’s Day celebrations/decorations on campus.
Easter celebrations / decorations on campus.
APRIL
MAY
JUNE
Sant Jordi activities / decorations on campus. Yoga Class (virtual) Cooking Show (virtual).
Staff Appreciation Day (breakfast for faculty & staff). Wine Tasting (virtual). Let’s Cook class (virtual).
End of school year ice creams for all students. Neighborhood, Ambassador and Welcome Committee gatherings.
Cancelled events: Spring Party, International Day, Winter Bazaar.
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MARCH
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DEVELOPMENT PROGRAM During the year the Board and administration developed strategic plans for the organization and direction of development activities to support the ongoing improvement of our teaching and learning environment.
Lynx Athletic Center A development project for a new Lynx Athletic Center began in the fall and by the spring, over €300,000 had been raised from a small group of ASB family donors. The funds raised will allow us to construct a fitness center in the Middle School building that will support our PE and afterschool sports programs for students. We are extremely grateful for these early commitments that have enabled us to fast track our plans to open the Lynx Athletic Center in September 2022.
Lluis Lleó Donation In March 2021, former ASB parent and renowned artist, Lluis Lleó, was on campus to finish a large keystone sculpture donation, especially for ASB. Lleó’s striking stone art sculptures are recognized internationally, most prominently known in Barcelona installed in front of the Pedralbes Palace on Diagonal in Barcelona. The installation on our campus was a unique donation by Lleó, who, grateful for the education his two children, Allegra and Noah, received at ASB, wanted to donate a beautiful art piece in appreciation and as a tribute to education.
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ASB High school IB visual arts students and art faculty had the opportunity to speak with Lleó to hear firsthand about his career experiences, including his artistic inspirations, biggest influencers, and the reason for his donation. They were also able to watch him in action as he completed the piece. We appreciate and are very grateful to Lluis Lleó for his inspiring and unique gift to the school.
ALUMNI COMMUNITY Once a Lynx, Always a Lynx! A new online portal called The ASB Community, especially for our alumni community, was launched this year. It is a virtual space where our alumni can share updates, reconnect with old classmates or former teachers, keep up-to-date with the latest ASB news, and offer internship and mentorship opportunities to our current students.
While it was not possible to offer in-person events to our alumni community this year due to the Covid pandemic, we were very grateful to those alumni who participated in our numerous virtual engagement opportunities. These included two college/university mentorship panels for current seniors, a careers guidance panel for grade 11 students and for a first-time, collaborating with our Admissions department, participation in two virtual open houses for new families.
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FINANCIAL REPORT 2019-2020
2020-2021
July 1st, 2019 - Jun 30th, 2020
July 1st, 2020 - Jun 30th, 2021
16,445,724.08
16,223,226.91
416,109.52
1,713,078.11
3,267,591.15 3,689,700.67
4,648,327.63 6,361,405.74
20,129,424.75
22,584,632.65
5,411,063.41
6,553,738.95
Long-Term Loans
5,638,982.87
5,613,296.83
TOTAL NON-CURRENT LIABILITIES
5,638,982.87
5,613,296.83
Trade and Other Payables
2,362,907.20
2,635,419.75
Income Received in Advance
6,284,339.59
7,250,807.02
432,131.68
531,370.10
9,079,378.47
10,417,596.87
20,129,424.75
22,584,632.65
Assets In Euros Non-current Assets Property, Plant and Equipment Current Assets Trade and other Receivables Cash and Cash Equivalents Total Current Assets TOTAL ASSETS
Reserves Retained Income Non-Current Liabilities
Current Liabilities
Short term loan TOTAL CURRENT LIABILITIES TOTAL EQUITY AND LIABILITIES
SUMMARY 2020-2021 Expenses
Revenues Tuition Fees Other School Fees Other Programs Result
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84% 13% 3%
Personnel Expenses Educational Expenses Depreciation Operational Expenses
70% 22% 5% 3%
ASB MEMBERSHIPS We cooperate throughout the year with different associations and support each other’s projects. ABS wishes to maintain a close relationship with international and local non-profit institutions and associations that operate in Barcelona to increase networking and provide support for our families.
Academic Associations The Barcelona International Schools Association (BISA) is a professional organization that strives to improve the quality of education in its member schools through several venues. It promotes the sharing of resources, professional development, and communication and interchange; the organization also attempts to create international understanding in Barcelona and beyond. BISA serves as a liaison between its member schools, local governments, and pertinent local and international education organizations.
Teachers College Reading and Writing project. The American School of Barcelona is one of the 5 international schools that is considered a project school with Teachers College. The mission of the Teachers College Reading and Writing Project is to help young people become avid and skilled readers, writers, and inquirers.
ASB has been recognized by LEGO® Education ROBOTIX® with a STEAM Learning School Certification for the great work we do in our center to promote 21st century skills and competencies using LEGO Education resources and methodologies.
The Mediterranean Association of International Schools is a professional organization that strives to improve the quality of education in its Member schools. It promotes the professional development of Faculty, Administrators, and School Board Members, affects communication and interchange, and creates international understanding. MAIS serves as a liaison between its 40 Member Schools, 41 Associate Member organizations as well as other regional, professional, and in-service organizations. Presently, MAIS is composed of schools from 15 different countries.
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Academic Associations Founded in 1965, ECIS is a non-profit global membership organisation that supports schools in the areas of teacher development, leadership development, recruitment and human resources, governance and risk, and global advisory, complemented by grants and awards that illuminate significant impact. Our mission is to transform lives through international education.
ASB has been re-accredited by The Middle States Association in 2018. MSA aspires to improve the quality of education in the United States and around the world by assisting schools to achieve excellence through the process of accreditation, by affirming to the public a member school’s trustworthiness and commitment to continuous improvement, by providing the network and resources for the promotion of proven practices.
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Networking Associations Barcelona Global is a private, independent and non-profit association, that is set up as a citizen’s platform of ideas and action, made up by people and companies who care about Barcelona and its future. The association’s mission is: to actively contribute to making Barcelona one of the most attractive cities in the world to attract and develop talent and economic activity.
The American Society of Barcelona functions as a non-political and non-profit organization and strives to be the focal point for people who are interested in developing and maintaining business and social relationships in an international environment.
The Barcelona Women’s Network is a non-profit, non-religious, and non-political social and charitable organization offering support and friendship to both local and international women residing in the greater Barcelona area. BWN activities cover a wide array of interests including social, cultural, charity and well-being. These events are scheduled weekly, monthly or at special times of the year.
Interact is a part of Rotary International. Rotary’s programs are developing the next generation of leaders, providing funding to make the world a better place, and making peace a priority. Interact clubs bring together young people ages 12-18 to develop leadership skills while discovering the power of service above self.
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AMERICAN SCHOOL OF BARCELONA C/ Jaume Balmes 7 O8950 Esplugues de Llobregat Barcelona, Spain Tel: +34 93 371 4016 www.asbarcelona.com info@asbarcelona.com