ABOUT AISB

AISB is accredited by the New England Association of Schools and Colleges, and the Council of International Schools, and is authorized to offer the Primary Years, Middle Years, and Diploma Programs of the International Baccalaureate.

EARLY CHILDHOOD SCHOOL PROFILE 2015-2016

NEWS AND INITIATIVES

Enrollment GrowthWe are experiencing steady growth and are therefore expanding our program to accommodate this. Furthermore, we are offering even greater academic and extra-curricular options to our students.

Increasing Students’ Self-Management and Self-AdvocacyWe have had strong academic success as noted through Diploma Program results and are now looking to extend the holistic development of students in order to better prepare them for the independence that will come in university.

Through a rounded approach to education, students are constantly developing their self-management skills, metacognition and organizational skills.

Social and Emotional LearningWe have a full time Counselor who works in collaboration with the faculty to provide and promote a welcoming and considerate school environment.

ActionWith our deep commitment to meaningful action, our students are involved in many school and community projects.

PYP ExhibitionThe Primary Years Program (PYP) culminates with the PYP Exhibition that showcases all the essential elements of the program: action, skills, knowledge, concepts and attitudes.

Total enrollment 853

High School 213

Class of 2014 39

Class of 2015 47

Middle School 190

Early Childhood & Elementary School 450

# countries represented 56

Top 5 countries represented

Romania (30%), USA (15%), Israel (4%),

Germany (4%), Turkey (4%)

Maximum class size 20

Student-teacher ratio 1:10

% faculty with advanced degree 70%

% local and foreign faculty 20/80

ENROLLMENT DATA (at the time of printing)

CEEB Code: 789151 I UCAS Center Number: 45117

Elementary School CounselorAmanda Quigley I aquigley@aisb.ro

PYP & Learning CoordinatorJustin Jarman I jjarman@aisb.roEarly Childhood Principal

Rosella Diliberto I rdiliberto@aisb.ro

Sos. Pipera-Tunari 196, VoluntariJud. Ilfov 077190 Romania Tel: +40-21-204-4201 Fax: +40-21-204-4303www.aisb.ro

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Literacy Coordinator & CoachCourtney Hughes I chughes@aisb.ro

PYP CURRICULUMThe framework of the Early Childhood and Elementary School is the Primary Years Pro-gram which is noted as being the first cur-riculum developed for international primary schools. Adopted by the IB as their world-wide program for students in the younger years of the school experience, the

curriculum leads to the Middle Years Pro-gram and the Diploma Programs. AISB is proud to have been one of the first schools in the world authorized to use the IB curricu-lum from ages 3-19. Through both the cur-riculum and our work with students, we aim to develop the intellectual, emotional and

physical potential of each child in a secure and stimulating environment. We provide frequent, research-based professional de-velopment to our teaching staff in order to ensure that our students are engaged in the ideal learning opportunities as guided by high-quality instruction and methodology.

EARLY CHILDHOOD PHILOSOPHY We believe that each child is a unique individual who possesses schema upon which understanding may be developed. Children are natural inquirers who are capable of constructing their own knowl-edge when provided with authentic, diverse learning engagements and opportunities to interact with peers during play. Children pos-sess multiple intelligences and learn in different ways. We believe that children are naturally eager to communicate and reflect upon their own growing understanding of the world around them.

We believe that parents are essential in building and maintaining their child’s proficiency in his or her mother tongue. We encourage families to be committed and actively involved in school life by reading shared information and communicating with teachers and school staff. Parents should recognize developmentally appropriate expectations and provide opportunities for their children to take age-appropriate risks. Parents acting as role models will support the development of their child’s independence and self-management skills.

We believe that teachers cultivate supportive and respectful envi-ronments in which children feel safe and secure. Teachers work to foster caring relationships, build confidence and help children feel empowered. We strongly believe that developmentally appropri-ate play embedded in a language rich environment is essential for cognitive, social, emotional and physical development. Teachers use their professional expertise to provide diverse learning engage-ments supported by current research that complements the needs of each child. By providing children with regular opportunities for goal setting, feedback and reflection, we support children in grow-ing their self-awareness. Above all, we believe in creating positive educational experiences for children that promote an enduring, life-long love of learning.

KEY FEATURES OF THE ELEMENTARY SCHOOL CURRICULUM International perspective – a critical focus of the program to make the most of the multi-cultural background and diverse experience of our student population; the school curriculum synthesizes the best practice from education systems around the world, and aims to ease students’ transition between schools, on entering and leaving AISB.

Inquiry-based – the key aspect to the instructional method of the PYP; our teaching methods build on students’ individual knowledge and interests, and emphasize learning how to learn and how to find out, using both traditional and contemporary media.

Integrated – the subject areas of math, language, science and social studies are taught through transdisciplinary themes in order to help the students make meaningful connections between the subjects, thereby facilitating more effective learning and application of the learning.

Differentiated – the flexibility of the PYP framework allows us to customize a program that supports the individual learning needs of our students, reflects the multinational composition of our school population and celebrates the unique nature of our host country, Romania.

ACTION / SERVICE LEARNINGWe believe that we all have the power and responsibility to ‘take action’. Action begins at the most immediate and basic level; with the self; within the family and within the classroom, hallways and the playground.

In the Early Childhood School we are committed to authentic action. Students are inspired to make a difference in the world around them through a combination of small and large engagements.

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English Language – English is the language of instruction and all language and literacy development is designed to increase both receptive and expressive language that includes listening, speaking, viewing and presenting, reading, and writing. Literacy is taught using a workshop model and includes opportunities for both whole and small-group instruction as well as one-to-one conferencing. Integration across the curriculum is also an essential aspect of the program. Students that are not competent in English receive, in K-1, additional support from the EAL (English as an Additional Lan-guage) team who provide both push-in and pull-out services.

Modern Language – AISB offers students in grades 1 an opportunity to engage in either the French or Spanish program. These courses are offered to all students who are not considered beginners in English for their age/grade level.

Mother Tongue Languages – Romanian Mother Tongue is offered to all Romanian students in Kindergarten-Grade 1.

Romanian culture classes are provided to all students in grades K-1.

Mathematics – Students engage in the development of math skills by focusing on the following strands across all grade levels: Numbers and Operations, Pattern and Func-tion, Shape and Space, Data Handling, and Measurement. Math instruction follows an inquiry-based and concept driven program. Instruction is authentically integrated into the units of inquiry.

Social Studies & Science – As part of the Primary Years Program, the units of inquiry developed in each grade level provide the framework for learning about concepts and events inherent in a sound social stud-ies and science curriculum. Integration of transdisciplinary concepts and skills are an important aspect of these units of inquiry.

Personal, Social-Emotional & Physical Education – Developing the whole child is a critical aspect of the learning framework at AISB and seeks to provide opportuni-ties for students to learn life skills beyond

academia. Students are exposed to the following concepts designed to further develop their understanding of Self and the world around them: identity; active living; and interactions.

Visual Arts and Music – Developing the whole child includes leading them to ex-plore creativity, imagination, and presenta-tion. Through both our visual arts and music classes, students engage in opportunities to explore a more artistic side of themselves. These areas are also integrated into the grade level units of inquiry in order to better support the development of transdisci-plinary skills and concepts in an authentic manner.

Technology – AISB knows that the integra-tion of technology skills is critical in this information age and expands across our ever-changing society. Specific areas of focus include investigating, creating, com-municating, collaborating, organizing and becoming responsible digital citizens.

AFTERSCHOOL ACTIVITIES PROGRAM

ELEMENTARY SCHOOL ACADEMIA

STUDENT ASSESSMENTS AND EVALUATION Assessment at AISB is ongoing and an integral part of teaching and learning. While formative in nature, its essential purpose is to be used to design instruction in order to improve student learn-ing. It is also used to evaluate a student’s final performance in any given area. When viewed across the school or a grade level, student assessment is also used to measure the efficacy of the school’s cur-riculum and may be the basis for continued development.

Common assessments are school-wide and provide information regarding student development across programs. These internal as-sessments include running records to assess reading across the year, writing prompt samples, and both end of unit math assessments as well as an end of the year cumulative math assessment.

STUDENT EVALUATIONStudent evaluation at the midpoint of each semester is reported using progress reports which speak to overall progress toward an expectation rather than any type of final evaluation.

Student evaluation at the end of each semester is reported in a more formal report card using the following coding system that marks overall progress within the first part of the year:

Not Evident: Student progress is non-evident or minimal in terms of the objectives of the program. Greater effort or assistance is needed to ensure adequate progress.

Beginning: The student displays beginning/limited progress in most areas of assessment. The student has difficulty in understanding the

knowledge and skills in the program. With support the student has attempted most of the program objectives.

Developing: The student displays some progress in several areas of assessment. The student has demonstrated a developing/ basic understanding of the knowledge and skills expected in the program and is able to apply them, but may require some adult assistance. There is occasional evidence of higher level thinking skills.

Competent: The student has demonstrated a competent/good understanding of the knowledge and skills defined in the program objectives. He/she is able to apply them effectively in conventional situations. When applicable, the student shows evidence of higher thinking skills and may occasionally produce work showing original-ity and insight.

Exemplary: The student has reached a level of distinction, produc-ing exemplary work in all areas of assessment. The student has consistently achieved outstanding results and has exceeded all program objectives.

EXTERNAL - STANDARDIZED ASSESSMENTStudents in grades 1-5 take the Measurement of Academic Progress (MAP test). This assessment provides an opportunity to assess stu-dent performance within the school, plan more detailed instruction as a result of scores and detailed testing feedback, and to compare results to both the U.S. national system and other international schools using the same assessment. AISB regularly administers the MAP assessments in order to gain information regarding student learning three times a year in Math and Reading.

The Afterschool Activities Program provides a wide variety of activities suited to our student’s interests and abilities, above and beyond the regular school day. This program is designed for the benefit and wellbeing of all of our students, as well as to build a sense of school community and school spirit. The activities offered to children in EC 4 to Grade 1 include: Let’s Get Crafty, Modern Dance, Soccer, Gymnastics, Cooking Club, Romanian Language for Beginners, Moving 2 Math, Lego Club, Rising Stars, Origami and Play Dough Fun, Girl Scouts, and Music. The program also offers additional sports clinics during the week and on Saturdays that require payment, including: Zumba, Dodgeball, Minecraft – Build, Learn and Explore, and Chinese Language and Culture.

United StatesBabson CollegeBarnard CollegeBaruch CollegeBates CollegeBoston UniversityChapman UniversityDrexel UniversityFlorida International UniversityGoucher CollegeGrinnell College (2)Hobart and William Smith CollegesIllinois Institute of TechnologyNortheastern UniversityPomona CollegeRochester Institute of TechnologySavannah College of Art and DesignSt. Lawrence UniversitySwarthmore CollegeUniversity of Illinois/Urbana-ChampaignUniversity of MiamiUniversity of Michigan/Ann ArborUniversity of TampaVassar CollegeWashington and Jefferson College

United KingdomAston UniversityAA School of ArchitectureBirmingham City UniversityBlackpool and the Fylde CollegeCity University London (5)

Durham University (2)Edinburgh Napier UniversityEast 15 Acting SchoolGoldsmith’s, University of LondonImperial College LondonKing’s College, University of London (2)LCA Business School LondonLondon School of EconomicsLondon South Bank UniversityNewcastle CollegePlymouth University (2)Queen Mary, University of London (6)Royal Holloway, University of London (2)Southampton Solent UniversityStaffordshire University (2)Swansea UniversityTeesside UniversityUniversity College DublinUniversity College London (2)University of Bath (2)University of BirminghamUniversity of BristolUniversity of CambridgeUniversity of CumbriaUniversity of DerbyUniversity of DundeeUniversity of East Anglia (2) University of East LondonUniversity of Essex (7)University of Exeter (3)University of Glasgow (2)University of Gloucestershire

University of GreenwichUniversity of Hertfordshire (2)University of Hull (2)University of Kent (5)University of LeedsUniversity of Manchester (2)University of Portsmouth (4)University of Reading (2)University of SheffieldUniversity of South WalesUniversity of StrathclydeUniversity of SurreyUniversity of SussexUniversity of Warwick (3)University of Westminster (2)University of the West of ScotlandUniversity of Winchester

EuropeAmsterdam University of Applied SciencesBucharest Academy of Economics (ASE) (2)Erasmus University, RotterdamHotelschool The HagueIE University MadridLes Roches, MarbellaThe Hague University of Applied SciencesTilburg UniversityUniversity of BolognaUniversity College UtrechtVIA University Denmark

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Schools listed in bold/italics indicate AISB graduates attend that college/university.

COLLEGE ACCEPTANCES CLASS OF 2014

United StatesBarnard CollegeBeloit CollegeBoston University (5)Chapman UniversityClark University (3)Colorado CollegeDickinson CollegeEmerson CollegeGrinnell College (5)Indiana University BloomingtonKalamazoo CollegeNew York University (4)Pennsylvania State UniversityRhodes CollegeSyracuse UniversityTrinity UniversityUniversity of Colorado, Boulder (4)University of Illniois, Urbana-ChampaignUniversity of Miami (5)University of Michigan, Ann Arbor (5)University of Washington, Seattle (4)Whittier College

United KingdomAston UniversityBrunel University (7)

Cardiff UniversityCity University London (12)Coventry UniversityDurham University (10)European Business School (4)King’s College, University of London (8)Manchester Metropolitan UniversityMiddlesex UniversityQueen Mary, University of London (11)Royal Holloway, University of London (4)University College London (9)University of Aberdeen (6)University of Bath (6)University of Birmingham (7)University of Brighton (8)University of Dundee (5)University of East Anglia (3)University of EdinburghUniversity of Essex (9)University of Glasgow (5)University of GreenwichUniversity of Hertfordshire (3)University of Kent (8)University of Leeds (3)University of Leicester (10)University of LiverpoolUniversity of Manchester (4)

University of PlymouthUniversity of PortsmouthUniversity of ReadingUniversity of Sheffield (3)University of Southampton (3)University of Sussex (5)University of Warwick (10)University of West LondonUniversity of Westminster (4)University of the Arts LondonUniversity of York

CanadaMcGill University (4)University of British Columbia (7)University of Toronto (8)University of VictoriaUniversity of Waterloo

Continental EuropeEcole hoteliere de Lausanne IE UniversityLes RochesRotterdam School of Management (5)Webster University Vienna

REPRESENTATIVE COLLEGE ADMISSIONS 2010-13At least two students were accepted at the following schools:

AMERICAN INTERNATIONAL SCHOOL OF BUCHAREST