Annual Report 2017–2018
Identity, Mission & Values The American Embassy School provides a balanced education defined by a joyful pursuit of excellence in academics, athletics, arts and service. We enable each student to be an inspired lifelong learner and a responsible, compassionate global citizen.
Enter to learn, leave to serve.
Mission Identity, Mission & Values
Identity AES serves Pre-Kindergarten through Grade 12 students from the United States and other nations. We provide an exceptional American education with an international perspective.
Core Values We believe that everyone... • has intrinsic value • needs safety, trust and respect • is responsible for his or her choices • learns and grows through challenge • lives more meaningfully when pursuing his or her passions • thrives in an environment of honesty and integrity • is enriched by diversity • is strengthened through service • flourishes in a community that is caring, collaborative and nurturing • has the power to create a more peaceful world
Commitments We are committed to... • nurturing the intellectual, physical, social and emotional development of each student • fostering each student’s potential to achieve and to make a difference • helping students make transitions to, within and from AES • developing a service ethic and practice • protecting nature and the environment • improving student learning through research, reflection and innovation • practicing transparent and collaborative decision-making while maintaining effective governance
Governance & Leadership From the Director The 2017–18 school year marked 65 years for AES/AIS! We were happy to engage some of our alumni in helping us celebrate and reflect on the impact that the American Embassy School has had in many lives. Our Parent School Association also organized a special family-friendly celebration for 1600+ students, parents and staff to mark this milestone in the life of our school. We can be proud of all that our students, faculty, staff and community accomplished during the year—in our classrooms, on our courts and fields, in the theater and design spaces. We started the year with six new administrators and 40 new faculty members. AES proved a welcoming community not just with our new staff, but also in welcoming 351 new students their families throughout the school year. Our Parent School Association (PSA) leadership volunteers helped us feel welcome by creating opportunities for all of us to connect with another and with Delhi through their events and communications.
it is and and one
I was one of those “newbies.” Every day was a day full of learning. We all believe that one of the basic requirements for achieving excellence is high expectations. You have to expect great things from yourself, from your team members, from others around you, if you want to achieve great things. I saw clearly throughout the year, the excellence that our students are joyfully pursuing on the fields and courts, in their artwork, in the classrooms, in their service projects, and in their musical and drama performances. Time and again our students made us proud with their performance and behavior.
Governance & Leadership From the Director
There were new spaces for learning and connecting throughout the school. Our High School students quickly adopted the indoor Breezeway Café as a central gathering place throughout the school day and after school. New MakerSpaces in the elementary and high schools have become hubs of design, technology, creativity and learning. Our elementary teachers worked through a design process with experienced international school architects to completely redesign our Grade 5 as a hub for flexible, engaged and collaborative learning and teaching. We look forward to seeing how the students learn, and how the school moves forward with other learning-centered renovations in the future. Air quality and other safety issues also took our community’s time and attention. Air purification units were added to teacher apartments and our school buses. The Board of Governors led an initiative to research and purchase the first outdoor air purifiers installed in a school in India— possibly in the world. They will be installed in the high school atrium in the next school year. We also worked to expand child protections by separating adult and student changing rooms and bathrooms across the school, and by employing more female cleaners and monitors for our toilets and buses. Although these may seem like small changes, student protection is critical in a school environment. An important initiative in 2017–18 that will change our school in the coming years is that we began taking steps to become a more inclusive community. Although there have always been a few students with special learning needs in our school, there is a new commitment to provide AES teachers with the training, systems and support needed for a student body that is more diverse. It takes time to move in this direction and to provide the excellent programs that we all expect at the American Embassy School, but this is a change the entire community can be proud of. Sadly, one of our AES staff members passed away from cancer in early November, 2017. Sudarshan Kumar joined the school in 2009, and was a happy, hard-working member of our IT staff. School staff and parents donated for a Trust Fund to provide an annuity to ensure that his young son can continue attending good schools in the coming years. Altogether, AES employees have offered 3,034 years of commitment and service to the students and school. That’s an amazing record of longevity! Two important AES traditions are speeches for faculty who are leaving, and honoring our employees’ “benchmark years” of loyalty to the school. In the past our faculty celebrated separately from other staff members, but in May 2018 we came together for the first time. We can be proud that our AES traditions are also becoming more inclusive. Thank you for reviewing this Annual Report. If you were a member of our community in 2017–18, it will give you reason to smile and reflect. If you are joining our community or thinking of coming to Delhi, I hope it captures a flavor of some of what makes the American Embassy School such a special place. Best regards, Jim Laney Jr., Director
Governance & Leadership From the Board AES has a strong reputation as a leading international school, but we do not want to survive on reputation alone. Following several years where compliance took main stage on the Board’s agenda, the school year 2017-18 saw a shift to greater focus on strategically positioning AES for the future while also finding opportunities to further strengthen the present community. Challenging our perceptions of student body composition and tackling the reality of New Delhi air quality, the Board in close collaboration with the Director and Administration set forth a bold agenda: ensure the safety, security, and happiness of our children today while planning for every type of student-learner in the future. From the Board’s perspective, we achieved a number of goals. We embarked on a path of inclusion that follows the principle that all students benefit from diversity of abilities. That compassion and empathy are components vital to striving for excellence. And that we as a school want to be a leader not just in academic performance, but social awareness and responsiveness. With plummeting air quality, AES continued to be a true leader in adopting innovative clean air technology throughout the school to ensure our children are learning in a healthy environment. We adopted more indoor clean airspace for the Elementary School and invested in cutting-edge outdoor air filters for our High School. Tackling parent concerns, we installed air purifiers in our school buses to ensure that those students also benefitted from the best air possible while commuting. For teachers, we also provided additional air purifiers in residences and tested an oncampus air filtration system. Finally, we implemented a campus air monitoring system providing real-time access to data for parents, administrators, and staff.
Governance & Leadership From the Board
In an effort to position ourselves as best as possible in the current and future market, the Strategic Planning Committee created a number of sub-committees pertaining to governance, Human Resources, curriculum, technology, student life, and facilities which delivered recommendations and suggested implementation to the Board. Special effort was made to align our strategy and vision with the re-accreditation process set to begin in the Spring of 2019. With these recommendations, the next Board is well positioned to prioritize and enact. The financial health of the school is of paramount importance to any strategy and vision, and the Board created a fiscal master plan designed to shield AES from the financial volatility of changes in enrollment. Understanding that the strong community at AES is unparalleled, this year we took a moment to thank our community for 65 years of partnership by hosting our anniversary celebration and welcoming everyone in the AES family. It was just a small way to show our appreciation for the parents’ unwavering faith and support to the school, the teachers’ on-going commitment to our children, and the administration’s stalwart focus on our values. On behalf of the Board of Governors, I would like to thank the AES Association and the members of the AES community for the trust they placed in us. Serving the school has been both an honor and a privilege. It is with confidence and optimism that the Board of 2017-2018 takes its bow and hands over the reigns to the Board of 2018-2019. Heather Grant President AES Board of Governors 2017-2018
Board Members 2017-2018 Heather Grant President Yvo Kuhling Vice President Tyrone Moorehead Treasurer Heidi Griffiths Secretary (June 2017-January 2018) Ella Curnow Secretary (February-May 2018) Srivatsan Rajan Member-at-large (June 2017-November 2018) Manish Prasad Member-at-large (Dec 2017-May 2018) Ray Sudweeks Member-at-large Siddhartha Dubey Member-at-large Margaret Sula Ambassador’s Rep Chad Norberg Ambassador’s Rep
School Improvement Planning Strategic Planning
School Improvement Planning Strategic Planning
The AES Five Year Strategic Plan was developed in 2017–18 under the framework of each of the Middle States Association Standards, as pictured in the Strategic Planning “wheel” here. 43 people participated in the Strategic Planning process in 2017–18, including board members, administrators, faculty, parents and students. Our strategic planning kept the following Core Principles in mind:
Excellence As reflected in our mission, AES works hard to deliver excellence in its programs and stake its position as a “Category of One” school in Delhi NCR and a top 10 international school worldwide.
Quality & Value The American Embassy School in New Delhi provides an outstanding preK-12 learning experience to its global student body, providing value in all aspects of the school experience.
Inclusion AES recognizes the need to be more inclusive in its programs, investing time and resources in enabling our curriculum and faculty to provide the best education to special needs children while maintaining the school’s overall high standard. The Plan will be reviewed and re-calibrated on an annual basis as our accreditation process continues.
Finances Financials 2017-18 The American Embassy School (AES is located in the heart of the diplomatic community of New Delhi, India. School operations comply with high standards of financial accountability and transparency. AES is constituted as a nonprofit institution, thereby use of any financial surplus is only for the betterment of the school. This means that every dollar of school fees supports our staffing costs and improves our facilities and educational programs. Current parents and faculty are automatically members of the school and participate in its governance by electing the school board. The school board oversees the Director and the Director (Operations and Business) along with the Financial Controller work under his directions to implement the decisions of the board and its committees and to ensure that resources are managed efficiently and responsibly.
We are pleased to report that for the 2017-18 school year our student enrolment was at 1111 paying students which compares favourably to the budget of 1075 as approved by the Board. Operating expenses were also favourable to the budget for this school year.The succeeding year expenses pertaining to technology 1:1 and air filter replacement costs were brought forward to be paid out of school year 2017−18 operating budget because of higher than budgeted tuition revenue. The Capital expenses were at USD 1.1 million, much within the planned budget estimates for 2017-18. All surpluses were allocated to the school fund to provide for the continued financial wellbeing of the school and long term Campus planning.
Finances Financials 2017-18
77.71% - Tuition, Application and EAL fees 12.87% - Registration / Capital Fees 3.90% - Miscellaneous Income 3.75% - Food Service Receipts
Revenue
1.77% - Bus Fees
69.14% - Salaries and Benefits 11.61% - Instruction / Instruction support 11.18% - School services 4.68% - Administration 3.39% - Capital Expenses
Expenses
Finances Admissions Demographics My family and I are grateful for all that AES does for each one of us. More than just a school, AES provides a vast range of programs and services that go beyond the curriculum to enhance both the students and their families. From even before we started, we were actively welcomed into the vast and strong community. AES is like a haven in Delhi, a place where our children learn and grow, where adults and children can connect and support each other and where we all can enjoy and enrich our lives in this incredible country that many of us have chosen to call home.
Catherine Langford Parent
At AES, there is always a little something for everybody. An individual may be a talented musician, stellar athlete, or model student, and AES will have an extracurricular activity tailored to their needs. The High School Administration takes requests for new activities very seriously, as they strive to provide diverse extracurriculars for all their students to participate in. Because of this wonderful program, I am able to effectively
balance
my
academics
with
my passions, enabling me to indulge in a more meaningful learning experience. This extracurricular program is perhaps one of the reasons AES students are so successful in and around campus, for it allows them to fuse their academics with their passions, thereby creating a balanced curriculum that serves them well in the future. Kabir Sethi Student
Finances Admissions Demographics
I began attending AES in 2005 as a student in ECEC-4 (pre-school). I love the school spirit at AES for sports and events; it truly creates a unique experience that I highly value. The school has instilled upon me values of having a strong work ethic, passionate approaches, and a kind demeanor. I have also had the ability to build strong relationships with students and teachers that I maintain to this date, this is a testament to the strong sense of community that AES strives to foster. Whether it is studying one of my favorite subjects or playing a sport that I am passionate about, I know that this school will always support me, and this is what I love most about AES. Many people acknowledge the India experience as special, but I consider equally special the AES experience. Kailash Jayaraman Student
Admissions Demographics
358
New students including families from
33
Diplomatic Missions
Finances Admissions Demographics
American Embassy / USAID
126
Australian High Commission/Trade
20
British High Commission/DFID India
23
Canadian High Commission
26
Embassy of Argentina
1
Embassy of Brazil
1
Embassy of China
2
Embassy of Czech Republic
1
Embassy of Denmark
5
Embassy of Federal Republic of Germany
8
Embassy of Finland
0
Embassy of Hungary
1
Embassy of Ireland
2
Embassy of Israel
56
Embassy of Japan/Trade
1
Embassy of Lithuania
2
Embassy of Poland
3
Embassy of Republic of Korea
11
Embassy of Russia
0
Embassy of Saudi Arabia
2
Embassy of Slovenia
1
Embassy of Sultanate of Oman
3
Embassy of Sweden
7
Embassy of the State of Kuwait
10
Embassy of United Arab Emirates
2
Government of India
3
Malaysian High Commission
16
Namibian High Commission
1
New Zealand High Commission
5
Papua New Guinea High Commission
0
Royal Netherlands Embassy
4
Royal Norwegian Embassy
14
Singapore High Commission
1
45 Canada
Ireland
2
Israel
77
Italy
4
Japan 38 Korea 229 Kuwait 10
26
Lithuania 2 Malaysia
Mexico 9 Morocco 4 Namibia 1
384 United States
Sweden
16
48 United Kingdom
Nepal 4 Netherlands
18
11
New Zealand
9
Norway
Norway 11 Oman 3 Philippines
1
Algeria 3
Poland 4
Argentina 2
Portugal 1
Australia
Romania
3
Austria 1
Russia
6
Bangladesh
4
Saudi Arabia
6
Belgium
2
Singapore
5
Bhutan
2
Slovenia 1
Brazil
3
Spain
6
Bulgaria
1
Sri Lanka
3
Canada
45
Sweden
26
China
2
Switzerland
4
Czech Republic
4
Thailand 1
Denmark
5
Turkey
2
Egypt 2
United Arab Emirates
2
Finland 3
United Kingdom
48
France 10
United States
384
Germany 17
Uruguay 1
Hungary 2
Uzbekistan
India
31
Venezuela 1
Indonesia
1
26
2
18 Netherlands
Finances Admissions Demographics
8 New Nationalities Algeria, Argentina, Egypt, Indonesia, Lithuania, Venezuela, Morocco, Thailand
17 Germany
77 Israel
8 Lost Nationalities Bahrain, Botswana, Chile, Colombia, Estonia, Iran, Qatar, Surinam
31 India
229 Korea
16
38
Malaysia
Japan
26 Australia
Enrollment
New Students Admissions Student Admissions by Parent Employer Top 12 Organisations
US Embassy/USAID Samsung American Embassy School Embassy of Israel LG World Bank Canadian High Commission British High Commission/DFID Hyundai Australian High Commission Doosan Malaysian High Commission Israel Aerospace Industries United Nations Ericsson Embassy of Republic of Korea WHO Embassy of Federal Republic of Germany IKEA Royal Netherlands Embassy Fidelity Investments
126 65 56 56 44 27 26 23 20 20 17 16 16 15 11 11 9 8 7 4 0
Finances Admissions Demographics
New Students Admissions Student Admissions by Parent Employment Top 17 Organisations
Samsung LG Hyundai Doosan Israel Aerospace Industries Ericsson Home Credit Kia Motors Ikea Trading Nestle Microsoft Schlumberger Sony Canon CJ Korea Coca Cola Boeing LS Cables GIZ Mitsui GE IPM India Wholesale Posco Leighton Reckitt Benkiser Cairn Deloitte Fidelity Investments Lufthansa
65 44 20 17 16 11 10 10 7 7 6 6 6 5 5 5 5 5 5 5 4 4 4 2 2 0 0 0 0
Royal Bank of Scotland
0
Finances Admissions Demographics
Grade
PK 3
PK 4
KG
G1
G2
G3
G4
G5
ES
New
29
18
21
16
23
17
22
21
167
Continuing
0
26
29
60
55
58
61
56
345
Total
29
44
50
76
78
75
83
77
512
Grade
G6
G7
G8
MS
New
20
14
15
49
Continuing
65
70
73
208
Total
85
84
88
257
Grade
G9
G 10
G 11
G 12
PG
HS
New
18
16
19
3
0
56
Continuing
72
74
69
70
0
285
Total
90
90
88
73
0
341
Finances Student Profile
351
New enrollments
1159 Peak
317
Withdrawals
Finances Admissions Demographics
...by new/continuing
838 Continuing students
1110
Total students
272 New students
341 ...by school division
High School
257
1110
Total students
...type of parent employer
Corporate
56 AES
Elementary School
Middle School
566
512
358 Diplomatic
1110
Total students
52 Self-employed
78 UN/NGO/AID
School Organization Professional Learning
$316,000 US was spent on Personal Development for teachers (bringing in consultants + sending out teachers)
3 teachers presented at major conferences NSTA, TOEFL, ACTFL
School Organization Professional Development
Consultants on campus
Literacy Kathy Collins (PK-2)
2 Visits | 8 Days
Dan Feigelson (3 - 12)
2 Visits | 10 Days
Data, Assessment & Grading Tom Schimmer (PK-12)
1 Visit | 5 Days
Virginia Williams (3 - 10) 1 Visit | 2 Days
Mathematics, Science Erma Anderson (PK-12) 1 Visit | 3 Days
Cultures of Thinking Mark Church (PK-12)
1 Visit | 7 Days
Pathways to Inclusive Education Kim Bane (PK-12)
3 Visits | 11.5 Days
Paula Peters Frampton (3 - 10)
2 Visits | 6.5 Days
Jason Hicks
2 Visits | 4.5 Days
World Languages Helena Curtain (1 - 12)
1 Visit | 2 Days
School Organization Community Initiatives
PSA Executive Committee SY 2017-18 35 members
Friday, Sept 22
Saturday, Dec 2
Monday, Dec 11
Saturday, Feb 17
Wednesday, Mar 21
Wednesday, Mar 21
Community Night Out “AES has Talent”
International Food Fair
Moving Sale
65 Anniversary Celebration Lunch
Community Night - “Battle of Boules”
Faculty and Staff Appreciation Day - “Bistro 65”
165
1500
30
1600
30
650
School Organization Community Initiatives
AES Authors Meet On 10 May 2018 there was a special celebration for 13 AES Staff, teachers and parents who successfully published books on poetry, nonfiction and research, and photo books. Becoming a published author is a major accomplishment for a writer of any age. We are so proud of these fantasic authors and are happy to celebrate this achievement with them.
Health & Safety AES has a real-time air quality dashboard accessible to all community members which shows the AQI in each classroom and space on campus. It is updated each minute.
Health & Safety Health & Safety
Training Name of training
Number of trained taff
Fire safety
250
Weapon of mass destruction
08
CPR and first aid
50-70
Crisis management team
200
Air Quality Average Indoor Air Quality
Average Outdoor Air Quality
50
254
AQI average
AQI average
120
42
19
24
Monitors
Forced
Stand-alone
Bus filters
Air Purification
purifiers
systems
Indoor air quality at AES is improved by 70–90% from these filtration units.
Facilities Classrooms / Instructional Areas | 133 Conference Rooms | 9 Administrative Offices | 21 Faculty Housing | 94 (35 on campus and 59 off campus) Science Labs | 10 Maker Spaces | 3 Pools | 3 Tennis Courts | 5
Facilities Facilities
Gymnasiums | 2 Fitness Room | 1 Basketball Courts | 2 Futsal Court | 1 Artificial Turf Field | 1 Natural Playing Field | 1 ES Play Area - PreK | 1 ES Play Area (Age 5+) | 1
Student Services, Student Life & Activities Student Life
Student Services, Student Life & Activities Student Life
Nada Collins Elementary School Principal In the 2017-2018 school year, the Elementary School began a comprehensive review of our student support services which has led us to be more intentional about our emphasis on collaboration. We have focused on co-planning and co-teaching to ensure that we meet the needs of all learners, whether the needs are academic, social and/ or emotional. Working together in new ways has helped us to differentiate and begin to provide the appropriate level of service that our students with learning differences require. The review has also led us to look at how we might leverage instructional spaces to improve student learning. We are investigating and creating spaces that are flexible and allow teachers to teach in new ways and to provide spaces for students to explore, think, and create alone or in small or large groups. The Grade 5 pod was transformed into an innovative learning space during Summer 2018.
Karen Dunmire Middle School Principal The Middle School (MS) has a strong focus on supporting students academic and social and emotional development. A program review of support services identified areas that could be strengthened or evolved in order to support more diverse learners. A steering committee was formed to begin the conversations, and to work with Pathways to Inclusive Education. In response to the recommendations the MS began to plan for the inclusion of EAL learners into mainstream humanities for school year 2018/19. This planning included reviewing the scheduling of classes, co-teaching and hiring additional EAL teachers to co-teach alongside the humanities teachers. In addition to EAL, additional staffing will be provided for learning support. Much of the focus for student services in 2017/18 was focused around inclusion and preparing to shift delivery models.
Paul Johnson High School Principal The high school at the American Embassy School provides for students a dynamic mix of academic challenge, athletic and activities, leadership opportunities, and clubs that promote authentic outreach to the community. Through this broad palette of experiences, students grow and develop socially and emotionally; finding one’s sense of self is invariably the outcome. Once a student arrives at the high school, a support network including an established orientation program, an advisory program we call Home Base and a structured counseling curriculum all serve to provide a foundation of support to students as they choose the correct learning path for themselves. A systematic approach to monitoring student progress and development also is in place in the high school. Students and families receive regular and individualized reporting on student progress in both the academic and social/emotional realm. The high school is always working towards self-improvement and while we are proud of what we provide, the task of looking introspectively and constantly getting better is never finished.
Student Services, Student Life & Activities Student Life
Extracurricular activities/clubs
188
38
38
12
ES
MS
HS
HS Service
1288
1549
1027
82
ES
MS
HS
HS Service
Students participating
International Academic Clubs
MUN + Math Counts MS - Kuala Lampur (*20) and Doha (*12) HS - Bangkok (*10) and Doha (*13)
(*number of students)
Top 3 clubs / activities / events Swimming
Reach Out
Basketball
Dungeons & Dragons
Gymnastics
Games Club
ES
MS
Tri-Music Honor Society
Reach Out
Roar
Make a Difference (MAD) HOPE
The Benefits of Fashion
and Teach India
HS
HS Service
MESAC - VARSITY
13
179
Activities
Students
HS
HS
9
43
Activities
Students
MS
MS
9
77
Activities
Students
HS
HS
9
187
Activities
Students
MS
MS
MESAC - JV
ASIAC
Student Services, Student Life & Activities Student Life
ASIAC Athletics/ Activities hosted at AES
2
• ASIAC Soccer • Music Festival
MESAC Athletics/ Activities hosted at AES
4
• MESAC Swimming • Academic Games • Senior Fine Arts • JV Baseball / Softball
ASIAC Athletics Activities for which students traveled to Mumbai/Chennai
4
• ASIAC Volleyball • Tennis • Basketball • Swimming
MESAC Athletics/ Activities for which students traveled to Dubai/Muscat
12
• MESAC Var Volleyball • JV Volleyball • JV Soccer • Varsity Soccer • Cross Country • Tennis • Wrestling • JV Basketball • Varsity Basketball • Forensics • Track & Field • Badminton
Information Resources Technology
Elementary School
Information Resources Technology
# of 1:1 devices (provided to students) 502 Student 1:1 iPads
# of students who regularly used the MakerSpace All 524 ES students, including PreK have used the Makerspace at least once! 40 - 100 students use the space daily - this includes regular classes, Grades 4 and 5 lunch recess program, iPOP sessions and AfterSchool Community use hours
Equipment used in MakerSpace (eg 3D Printer, etc) 6 iMacs, 80 MacBook Airs, wireless keyboards, DSLR cameras, Go Pro camera, Tripods, 1 Green screen recording studio, 1 Portable Green Screen, 1 3D printer, 2 Sewing Machines, Kitchen - Cooking equipment, 1 Dremel Tool, Robotics - Sphero, LEGO, Dot and Dash, Little Bits Electronics, Makey Makey Arduino
Technology used in the Elementary School Second Graders used Google Earth for their SST Communities unit to develop understanding of communities, neighborhoods and learn reading, comparing maps and make inferences. Grade 3 created iMovie trailers about the Courage (SST unit) interviews. WL Spanish used the Green screen to make Weather Reports.
Key data - Elementary School Grade 2 - Students built models of remote controlled car, Beyblade stadium, baked cookies and cupcakes, Stop Motion videos, sewing dresses. Grade 4 - students designed and built Cardboard Arcade games. KG students baked cookies for security guards, gardeners, cafeteria staff as part of the Service Learning activities. Grade 1 students used the Design Thinking process to develop prototypes of clocks and calendars to help their family with morning and weekly routines. Grade 3 students designed and built iPad stands for use at their desks. Grade 5 students built helicopters, desk organizers, game spinners and more during lunch recess free exploration time. PreK used recycle reuse materials to build Machines and Dolls. WL French students designing and building prototypes of Fashions of Future to help develop language communication skills. ES Maker Mela - The second edition of this Family Design and Build event was attended by 385 students and parents ES Maker Nights - Launched this year, the evening is all about community building in a Maker context Teacher Maker Mela - PD opportunity for ES Faculty - An Introduction to the Maker Mindset, Space and Tools. Community inclusion - Makerspace is open for families both Saturdays and Afterschool
Middle School # of 1:1 devices provided to students 302 Student 1:1 iPads
# of students who regularly used the MakerSpace Each day between 20 and 100 students in the Makerspace. This includes our after school program.
Key Equipment used in MakerSpace 22 iMacs, 80 MacBook Airs, 2 Green Screens, 1 3D Printer, 2 Sewing Machines, DSLR cameras, Flip Cameras, Tripods, wireless keyboards, DJ equipment
Technology used in th Middle School The Direct Message: Students used the green room, the tech lab to report on school events and happenings.
Grade 6 Deepalaya Project in the Makerspace: Students built an easel, picture book boxes, sewed bags, made puppets for the community Library Project run by Michael Creighton. Arcade game - Via the Students enrichment fund, students built an arcade game and programmed a Raspberry Pi to play retro games. The arcade was then painted by Art students under the direction of Ms. Willcott. Grade 7 Math in the Makerspace: In their work with slopes, they designed playground equipment for the campus and created models in the makerspace French class in the Makerspace: Students recreated their French stories in a variety of mediums, slow motion, videos, plays, they built props etc. Makerspace class: First ever makerspace class. Toolboxes, programming, sewing, plus more adn then an opportunity for students to create their own project. Theater Tech: Designed and built props and costumes for each of the plays in the makerspace. Props included a 12 foot puppet, signs, old books, swords, crowns etc. Grade 7 Harry Potter Week: Wands, Mirrors, etc in the makerspace. Grade 6 Ancient Greek unit: Greek myths painted on pots, building ancient catapults and mosaics.
Information Resources Technology
High School # of 1:1 devices provided to students 345 MacBook Airs
# of students who regularly used the MakerSpace 1-5 per day
Key Equipment used in MakerSpace 3 iMacs, 1 3D printer, DSLR cameras, tripods, 2 sewing machines, Go Pros. Google Classroom, WordPress, and Google Sites to deliver curricullum.
Technology used in the High School 1.4 TB of video recorded of presentations, Socratic Seminars, micro-teaching,music videos, and sporting events.
Educational Program, Assessment & Student Learning Assessment
Educational Program, Assessment & Student Learning Assessment
Assessment is an important component of any school’s curriculum framework. Schools consider the following questions: 1. 2. 3. 4.
What do we want our students to know and be able to do? How will we know they have learned the content and skills? What will we do if they show they have not learned the content and skills? What will we do if they already know the content and skills and need to be challenged?
Assessment helps us understand #2. There are three categories of assessment: assessment for learning, assessment of learning, and assessment as learning. Assessment “for learning” is the formative assessment teachers do on a daily, minute by minute basis. Formative assessment helps teachers decide what needs to happen next in the class, in instruction. Do we need to reteach the concept or skill? Do we need to provide a different scaffold for the lesson? Do we need to deepen or enrich the lesson for the student? Are we ready to move on? Assessment “of learning” is the summative assessments teachers do at the end of a task or unit of study. This is the evidence of what students know and can do. Assessment “as learning” is the awareness students learn about themselves as learners. As students reflect on their learning in a unit or a project, they become more aware of their strengths and areas for improvement and to take more responsibility for their own learning AES uses a variety of assessments in the classroom, and we use external assessments to learn about the strengths of our learners and our programs. The MAP assessment is an adaptive assessment that measures the annual growth of Grade 3 through 10 students in Reading, Language, and Mathematics. ACT, SAT, IB and AP are assessments that give us data on our students compared to others across the globe. All of these assessments give us snapshots of a student as a learner at a certain point in time.
IB Diploma Pass Rates 100
100 80
100
97
96
88 78
78
78
78
78
World
60
AES
40 20 0
2014
2015
2016
2017
2018
IB Diploma Participation at AES 80 68
70 60
60
59
63
51
50 40
Percentage of Students
30 20 10 0 2016
2017
2018
2019
2020
Educational Program, Assessment & Student Learning Assessment
AP 5 Year Results 100 80
AES
60
India
40
World
20 0
2014
2015
2016
2017
2018
% of Total AP Students with Scores of 3+
IB Diploma Students Earning 40+ Points 15 13 12
9
8
9
7
No. of Students
6 4 3
2014
2015
2016
2017
2018
IB Diploma 5 Year Results 50 40
34
36
45
44
43
42
36
36
43 36
30
Highest Points Awarded
20 10 0
Average Points Earned
2014
2015
2016
2017
2018
Measures of Academic Progress (MAP) AES Spring 2017-18
Mathematics
Reading
>
> 300
US
A/OS
NESA
AES
250
SCORE
SCORE
EARCOS
250
200
US
A/OS
NESA
AES
EARCOS
200
3
4
5
6
7
8
150
9
3
4
GRADE
5
6
7
8
9
GRADE
Additional Information
Language
The MAP (Measure of Academic Progress) assessments
>
produced by the NWEA (Northwest Evaluation Association). Scores are in the “RIT” scale, and are directly comparable across grades and testing sessions.
Norm Groups • “US” is based on
250
a broad and representative sample of
students across the United States. The sample is “representative of the US in that it is SCORE
composed of students representing the geographic, economic, and racial diversity of the United States.
200
US
A/OS
NESA
AES
•
are part of the East Asia Council of Overseas Schools.
•
3
4
5
6 GRADE
"NESA" values come from students in schools that are part of the Near East South Asia Association of Overseas
EARCOS
150
“EARCOS” values come from students in schools that
Schools. 7
8
9
•
A/OS - Office of Overseas Schools. The US Department of State provides assistance to 193 schools around the world.
Educational Program, Assessment & Student Learning Assessment
SAT Summary
SAT Subject Test Scores
Middle 50% & Mean
Middle 50% & Mean
Average Score 1410 (1305-1505) 37 students
ACT Summary Middle 50% & Mean
39 Students
21 students
Educational Program University Acceptances USA American University Barnard College Baylor University Boston University Brandeis University Brown University Bryn Mawr College Butler University California Baptist University California Institute of the Arts University of California, Berkeley University of California, Davis University of California, Irvine University of California, Los Angeles University of California, Merced University of California, Riverside University of California, San Diego University of California, Santa Barbara University of California, Santa Cruz Central State University Chapman University
University of Chicago Claremont McKenna College University of Colorado at Boulder University of Dayton Drexel University Elon University Emerson College Emory University Florida International University Fordham University George Mason University The George Washington University Georgetown University Georgia Institute of Technology Haverford College University of Illinois at Urbana-Champaign Iowa State University James Madison University John Carroll University Kenyon College La Sierra University Maryland Institute College of Art
Educational Program University Acceptances
University of Maryland, College Park Marymount Manhattan College University of Massachusetts, Amherst Miami University, Oxford University of Miami Michigan State University Michigan Technological University University of Michigan Middlebury College University of Missouri Kansas City Mount Holyoke College New Jersey Institute of Technology New York University Northeastern University Northwestern University Oberlin College of Arts and Sciences Occidental College Otterbein University Pace University Pennsylvania State University University of Pennsylvania Pitzer College Pomona College Pratt Institute Purdue University Rhodes College Rochester Institute of Technology University of Rochester Rutgers University - Camden Rutgers University - New Brunswick Rutgers University - Newark San Jose State University Sarah Lawrence College School of the Art Institute of Chicago Scripps College Skidmore College University of South Carolina University of South Florida, Tampa University of Southern California SAE Institute, Atlanta Stevens Institute of Technology Swarthmore College Syracuse University The University of Tampa Texas Tech University The University of Texas, Austin Tulane University University of Buffalo, The State University of New York Vassar College
Virginia Commonwealth University Virginia Tech Virginia Wesleyan College University of Washington Wellesley College Wesleyan University College of William and Mary Williams College Woodbury University Xavier University
Hong Kong
Canada University of British Columbia McGill University Nova Scotia College of Art and Design University of Ottawa Sheridan College Institute of Technology & Advanced Learning University of Toronto University of Waterloo
Netherlands
The Chinese University of Hong Kong City University of Hong Kong The University of Hong Kong The Hong Kong Polytechnic University
Erasmus Universiteit Rotterdam Leiden University College The Hague Universiteit Utrecht Universiteit van Amsterdam University College Maastricht
UK
Singapore
Birkbeck, University of London Brunel University London Durham University Imperial College London King’s College London Kingston University Lancaster University London Metropolitan University Loughborough University Queen Margaret University Queen’s University Southampton Solent University University of Aberdeen University of Bath University of Bristol University of Cambridge University of Central Lancashire University of Chichester University of Derby The University of Edinburgh University of Essex University of Exeter University of Glasgow University of Kent University of Leeds The University of Manchester The University of Nottingham University of Southampton University of Surrey University of Sussex University of Wales Trinity Saint David University of Warwick
National University of Singapore Yale NUS College
Japan Ritsumeikan University
Malaysia University of Nottingham, Malaysia
Korea Sungkyunkwan University
France The American University of Paris
Spain IE University
*Bold type indicates matriculation of one or more students.
+91.11.2688.8854 | aesindia@aes.ac.in | aes.ac.in @americanembassyschoolnewdelhi @aesdelhi @aesdelhi Chandragupta Marg, Chanakyapuri, New Delhi - 21