AMERICAN SCHOOL OF WARSAW BOARD OF TRUSTEES MEETING MINUTES

Monday, September 26, 2016 6:00pm, Multi-Purpose Room

______________________________________________________________________________

Trustees in attendance: Rob Batchelder (Chair), Artur Banaszak, Mariusz Banaszuk, Peter Chudy, John Gabrovic, Chrissie Graeber, Sonia Kandathil, Massimo Merighi, Simeon Netchev, Gael Reilly, Raymond Yao, Jon Zurfluh (ex officio)

ASW Administration: Jen Munnerlyn, Michael Sheehan, Laura Berntson, Larry Kraut, Constance McGuire, Carol Jordan, Marzena Kalbarczyk, Jim Matter, Veerle Raskin, Irene Sendra, Stephen Sidaway, Agnieszka Świetliczko

Others present: Ron Marino (via conference call), Simon May, Jessica Sirotin, Carl Beach, Elizabeth Swanson, Tiffany Hey, Susan Ward, Emily Zurfluh

Quorum present: Yes _________________________________________________________________________

A CALL TO ORDER AND APPROVAL OF MINUTES The meeting was called to order at 6:10pm. Chair Batchelder thanked all for coming. Trustees then introduced themselves to the audience. The Chair shared the Board is trying a new agenda format and meeting structure this evening which includes time for Public Comment. A sign-up form will be displayed before each meeting for interested community reps to put their names on the list. The Chair then expressed the Board’s gratitude to the Executive Transition Team consisting of ES Principal Jen Munnerlyn, MS/HS Principal Michael Sheehan, MS Vice-Principal Constance McGuire, TL Director Carol Jordan and Fin and Ops Director Larry Kraut for their leadership of the School through the summer transition and for helping the Board recruit a new Director. MOTION TO FORMALLY RECOGNIZE AND EXPRESS APPRECIATION TO THE EXECUTIVE TRANSITION TEAM FOR THEIR LEADERSHIP FROM JUNE 16 THROUGH THE ARRIVAL OF NEW DIRECTOR JON ZURFLUH – ROB BATCHELDER. SECONDED CHRISSIE GRAEBER. ALL IN FAVOR. MOTION CARRIED UNANIMOUSLY. The Board then reviewed the agenda and approved it as presented. MOTION TO APPROVE THE AGENDA AS PRESENTED – ROB BATCHELDER. SECONDED MASSIMO MERIGHI. ALL IN FAVOR. MOTION CARRIED UNANIMOUSLY. The draft minutes from the Board Retreat were then approved. MOTION TO APPROVE THE MINUTES FROM THE BOARD RETREAT HELD ON 26-27 AUGUST 2016 AS PRESENTED – SIMEON NETCHEV. SECONDED JOHN GABROVIC. ALL IN FAVOR. MOTION CARRIED UNANIMOUSLY. The draft minutes from the Board special working session held on 2 September 2016 were then approved. MOTION TO APPROVE THE MINUTES FROM THE BOARD WORKING SESSION HELD ON 2 SEPTEMBER 2016 AS PRESENTED – GAEL REILLY. SECONDED MASSIMO MERIGHI. ALL IN FAVOR. MOTION CARRIED UNANIMOUSLY.

B CONSENT ITEMS B01a-g. School Reports No questions or comments were voiced. MOTION TO APPROVE CONSENT AGENDA ITEMS AS SUBMITTED – ROB BATCHELDER. SECONDED GAEL REILLY. ALL IN FAVOR. MOTION CARRIED UNANIMOUSLY. C ACTION AGENDA C01. Director’ Report C01a. Report (Informational). Director Zurfluh highlighted the updates to his earlier September report on how he and admin team are progressing on the priorities set forth by the Board in July. Examples of initiatives that have been undertaken or are in progress now, as well as steps forward, were given to show progress towards implementation of each priority. C01b. Organization Chart (Action). Having reviewed the new Organizational Chart for the school’s leadership team at the Board Orientation session held in late August, the Board voted on its approval. MOTION TO ADOPT THE NEW ASW ORGANIZATIONAL CHART AS PRESENTED – RAYMOND YAO. SECONDED CHRISSIE GRAEBER. ALL IN FAVOR. MOTION CARRIED UNANIMOUSLY. C02. Teaching and Learning Report (Informational) TLC Director Carol Jordan focused on main items from her written report. She emphasized the role of the Learning Leadership team in overseeing teaching and learning PreK to grade 12, contributing to curricular development and modifications, assuring alignment with school’s mission and IB philosophy. The team has identified the need to draft school-wide operational policies related to assessment, language learning, learning support, and academic honesty. Carol then reiterated the need for Board’s continuous support of the MYP/PYP implementation process. The following questions were asked with regard to the report:

Does TLC address the needs of talented and gifted? Ms. Jordan responded there is no written policy on the subject at this time, yet we do acknowledge that a number of students would easily qualify for this category and TLC has plans to address this issue in future.

How many students do we have that require learning support? Director Zurfluh shared that we follow the standard in international schools and have below 10% student population who require support. He added that the Learning Support program we offer is very well received by the parent community. Our Learning Support Director is now working on methodology in keeping numbers manageable. Soon to come is a dashboard with service numbers we have. The Board was also informed that Ms. Melanne Maddalene Randall is coming the following day to audit ASW’s ability to support students with occupational and sensory needs as well as to provide us with professional development on OT and SI. She will be observing in classrooms, assessing our facilities, meeting with the Learning Support Department and presenting. At the end of this visit, she will provide the school with a written assessment of our potential program options, costs, staffing and training requirements.

How do we combine MYP and PYP with core IB standards? Ms. Jordan replied that MYP and PYP are designed in the way to effectively weave into the core standards we have. In

both programs an implementation plan has been drafted based on the IB Standards and Practices and is aligned with school wide goals.

Teacher evaluation process – where are we at this moment? Director Zurfluh responded that TPES had been replaced by the Professional Growth Program (for faculty only) and the appraisal system is being rolled out at team meetings, first class observations are under way. Data will be gathered at the top level and aggregated for the Board’s information. The Professional Growth Program does not apply to support staff. Before a new system is worked out, we will use the existing one with some modifications.

Was the OT audit included in the budget? Ms. Jordan confirmed it was. She added that there are no other outstanding funding requests coming in the year.

D PUBLIC COMMENT No one signed up for open comment. A ten-minute break was announced at 6:35 and then the Board reconvened. A few admin and faculty members departed during the break. E ACTION AGENDA CONTINUED E01. Finance Committee (Informational/Action) E01a. Report. The Committee first met on September 12 to cover major budget and critical issues. Topics of discussion included the need for a strategic plan, exploration of the benefits of a risk management plan, revision of the current school year budget, and a review of the finance reports requested from the director of finance. Goals and path forward were planned for these items. An issue considered at the meeting that requires further investigation is a comprehensive risk management assessment. Finance and Operations Director was requested to investigate an estimate for an external company to perform a risk management assessment. This will allow the Board to explore the option of having an evaluation completed this school year. E01b. Terms of Reference. The Board voted on ToR for the Finance Committee. MOTION FROM THE FINANCE COMMITTEE TO APPROVE THEIR TERMS OF REFERENCE – CHRISSIE GRAEBER. SECONDED ARTUR BANASZAK. ALL IN FAVOR. MOTION CARRIED UNANIMOUSLY. E02. Governance Committee (Informational/Action) E02a. Report. The Committee first met on Sep 13 and worked on the ToR, goals and path forward. Among its main goals are: Director evaluation, Board self-evaluation, Board meeting evaluation, restructuring and reviewing the Bylaws and Policy Manual, Board elections. With elections in April, new trustees will have more time to learn from departing trustees. A suggestion came from one of the trustees to perhaps begin working on the elections a bit earlier as there will be five trustees leaving next June. A question was raised whether the timing of the elections is governed by policy. Chair Netchev responded it is not at this time. The ambition is to write the election process into a policy. E02b. Terms of Reference. The Board voted on ToR for the Governance Committee. MOTION FROM THE GOVERNANCE COMMITTEE TO APPROVE THEIR TERMS OF REFERENCE – SIMEON NETCHEV. SECONDED ARTUR BANASZAK. ALL IN FAVOR. MOTION CARRIED UNANIMOUSLY. E03. HR Committee (informational/Action)

E03a. The first meeting of the reinstated Human Resources Committee took place on September 8. The Committee discussed the ToR, set goals and path forward for the whole year. The overriding goal will be to present a transparent, fair, and equitable compensation package for all faculty and staff. Other goals include revision of the remuneration package; support for the implementation of the accreditation process; and review of the report by Paul Cabrelli. The Committee is scheduled to hold a joint meeting with FC on November 3. E03b. Terms of Reference. The Board voted on ToR for the Human Resources Committee. MOTION FROM THE HUMAN RESOURCES COMMITTEE TO APPROVE THEIR TERMS OF REFERENCE – SONIA KANDATHIL. SECONDED MASSIMO MERIGHI. ALL IN FAVOR. MOTION CARRIED UNANIMOUSLY. E04. Ad-Hoc Strategic Plan Committee (Informational/Action) E04a. Report. At its first meeting on September 13, the Committee looked at strategic planning approaches, short-term and long-term initiatives of strategic impact. The Committee decided it should perform stock keeping works and begin by reviewing the existing documents relating to the SP process. The Committee also considered inviting an external consultant to help with the SP development process. This issue will be discussed further at the Committee’s November meeting. The Strategic Plan process will be closely linked to re-accreditation, and a lot of valuable data and feedback from the community may be used to help with self-reflection about where we are and where we want to be as a school. E04b. Terms of Reference. The Board voted on ToR for the Strategic Plan Committee. MOTION FROM THE STRATEGIC PLAN COMMITTEE TO APPROVE THEIR TERMS OF REFERENCE – ARTUR BANASZAK. SECONDED ROB BATCHELDER. ALL IN FAVOR. MOTION CARRIED UNANIMOUSLY. E05. Board Items E05a. Board Path Forward (Informational). With the ToR for each Committee just approved by the Board, the path forward for the Board will soon be finalized. Some planning has already been done as presented in the draft Board Planning calendar. All trustees were encouraged to add to the plan. Normally, June is the month the Board sees this document for discussion and approval. It does not change much from year to year. F CLOSURE F01. Announcements The following week Chair Batchelder and ASW Director Zurfluh will be attending a Board Governance Workshop organized by CEESA. The Director is exploring other training opportunities for Board members, so there may be some more workshops later in the school year for trustees to attend. John Gabrovic congratulated HS Principal and applauded HS IB teachers for excellent IB results. Michael Sheehan shared that this Board meeting is the best he has attended in four years at ASW. He congratulated the Chair and the whole Board of Trustees. Adjourned: 7:15pm.

G EXECUTIVE SESSION (closed session) G01. Meeting self-evaluation G02. Personnel matters

AGENDA ASW BOARD MEETING

Date: 09/26/2016 Time: 6:00 p.m. Location: MPR Meeting called by: Rob Batchelder, Chair Attendees: ASW Board, ASW A-Team

3:45 pm – 5:15 pm Board Orientation – primarily for new board members, but all are encouraged to attend (light meal provided)

Informational

6:00 pm – 6:15 pm A Call to Order 1. Agenda 2. Minutes (Board Retreat) 3. Minutes (Special Session – September 2)

Action Action Action

B Consent Items 1. School Reports

a. Admissions b. Human Resources c. Communications & Marketing d. Finance & Operations e. IT f. ES Report g. MS/HS Report

Action*

6:15 pm – 6:45 pm C Action Agenda 1. Director

a. Report b. Organization Charts (Policy 1.3)

2. Teaching & Learning

a. Report

Informational Action Informational

6:45 pm – 7:00 pm D Public Comment (Please sign in for public comment.) 7:00 pm – 7:45 pm E 1. Finance Committee

a. Report b. Terms of Reference

2. Governance Committee

a. Report b. Terms of Reference

3. Human Resources Committee

a. Report b. Terms of Reference

4. Ad-Hoc Strategic Plan Committee

a. Report b. Terms of Reference

5. Board Items

a. Board Path Forward (draft)

Informational Action Informational Action Informational Action Informational Action Informational

F Closure 1. Announcements

7:45 pm – 8:00 pm G Executive Session 1. Meeting self-evaluation 2. Personnel matters

*Items can be pulled from the consent agenda prior to vote via motion to the chair or in advance by notifying the chair or the Director on the day preceding the meeting. Pulled items will become part of Action Agenda below.

Board Report

September 26, 2016 Division/Department: Admissions Author: Veerle Raskin

Action Items Item/s Policy Reference Recommendation None

Report TOTAL CURRENT ENROLMENT Executive summary: Current enrolment stands at 963 (including 9 students not yet enrolled), a slight increase vis­à­vis end­of­year enrolment of 949. Enrolment statistics are attached. Compared with 2015­2016 end­of­year enrolment, this represents:

­ 81% return rate (average over the past five years: 78.9%) ­ 20% new students (average over the past five years: 20.3%)

o 27% ­ US Embassy (2015 ­ 11.5%) o 25% ­ Corporate supported (2015 ­ 30%) o 43% ­ Private Pay (2015 ­ 54%) o 4.5% ­ ASW faculty (2015 ­ 4%)

It must be noted that current enrolment has been impacted by an influx of US embassy students (52 students = 27% of newly enrolled students), small June 2016 graduating class, and the slightly higher than average return rate. Feedback from prospective families shows that ASW remains the school of choice for many expats and Poles. School fees and the perception that ASW is located too far out of the city are the primary reasons parents consider other school options. One other factor may also be the ongoing perceptions associated with the difference between American and UK Curriculum. It has been noted that many international and international­Polish families intend to stay in Warsaw for a longer term, as opposed to ‘traditional’ expats with a 2­4 year assignment. As a group, they are more cost sensitive. At the level of Early Childhood, we continue to experience strong competition from other international and bilingual preschools. Other concerns voiced by prospective parents include perceptions of high class sizes and the relative number of Polish students. As a side note, we saw an increase in inquiries from Turkish families after the recent political events in Turkey. In total, ten families inquired, eight of which with children eventually enrolled at Meridian International School in Warsaw. Two families eventually applied and are currently attending ASW. Of the eight families, six visited the campus. All expressed concerns about fees and three noted transportation distance as a problem.

Board Support/Action: In view of the unpredictable nature of enrolment from year to year and changing demographics of prospective families, key market factors relevant to the possible contraction or expansion of enrolment need to be identified and monitored. This information and other market research data can assist and inform the process of strategic planning. NATIONALITIES Executive summary: 52 nationalities are currently represented at ASW (statistics attached). The four largest nationality groups are Polish, American, Korean and Chinese. No major YoY change has happened in the nationality composition of the ASW student body. The number of American passport holders has grown slightly due to the increase in US embassy families. There has also been a small increase in Korean students. Unchanged from last year, host country nationals make up 33.5% of the total student body: 20% are single Polish passport holders, 13.5% double passport holders. This is above the 25% goal set in the Admissions policy. As has been the case for many years, demand from local families for international education is stronger than demand from the expat community, relative to the targeted nationality cap and number of seats to be filled annually. 25% of inquiries were from Polish families. The distribution of Polish students (single and double passport holders) over the divisions is as follows: Pre­Kindergarten: 29% (down from 36% last year) Kindergarten: 37% ES (1­5): 30% MS: 35% HS: 37% Board Support/Action: Awareness of market trends and understanding of implications for student recruitment as well as the school’s ability to deliver on its mission. Readiness for adapting policy as strategic decisions might require. ADMISSIONS POLICY Executive summary: For ourselves and our accrediting organizations there is a need to review and revise the admissions policy. In spring 2016 a group of people gathered representing a broad range of community members to write an admissions policy that reflects the ASW mission for student learning. The group met five times and formulated a statement of beliefs and values underpinning future policy and procedures. Next steps: The administrative team will consider policy changes (Currently Policy 7.1) and an associated set of procedures on the basis of the earlier developed philosophy statement. Board Support/Action: Awareness and understanding of strategic questions regarding student recruitment. Awareness of the need to develop a mission driven policy which adequately addresses these strategic goals.

STUDENT RECORD KEEPING / REGISTRAR Rationale: The keeping and maintenance of student records is a cyclic process involving many departments and record storage systems. Admission, transfer, and withdrawal records, student individual academic records, and student health records are kept manually or both manually and electronically, hence the processing, retrieval and utilization of records is not always easy and efficient. Due to a lack of coordination, intra­organisational and communication problems do arise. Executive summary: Good record keeping should have the following characteristics:

­ Record keeping management is coordinated and centralized. ­ Records are complete, accurate and comprehensive ­ Maintenance: records are kept in good condition and in an orderly state. ­ Relevance: currently a good deal of irrelevant information is kept. Data that is no longer

relevant and not required by law should be securely disposed of. ­ Flexibility: data is flexible if it can be used by more than one user at different times for

different purposes. Intra­organisational problems are minimised. ­ The financial cost of collecting, analyzing, synthesizing, storing and retrieving records

should be low. ­ Retention and disposition of records: clear policy and procedures need to be set regarding

retention and disposition of records. Next steps: We will be reviewing current policies and practices, identify weaknesses and areas for improvement, and from there determine requirements for effective, adequate record management processes and systems at ASW. This will include researching and reviewing document management systems, including solutions for an online admissions process and electronic archiving. In the end, the function of student record keeping across the organisation will be coordinated and supervised by the Admissions office. Board Support/Action: Awareness of the efforts underway. Support for implementation of new systems.

20/09/1610:49

Grade Total Enrolment June 2016 Not returning Returning New students Accepted but

not yet enrolledPending

applicationsPAID Enrolment

9/20/2016 WAIVERSTOTAL

Enrolment 9/20/2016

# of sections

max # of students

by sectionGrade

PK staying in PK3 14 1 8 16 1 0 22 2 24 2 15 PK3 and PK4

PK going to K 15 0 20 22 0 0 40 2 42 3 18 K

K going to 1 50 6 44 20 1 0 62 2 64 4 20 1

1 going to 2 56 9 47 15 1 0 60 2 62 4 20 2

2 going to 3 71 5 66 12 1 2 73 5 78 4 22 3

3 going to 4 79 14 65 11 0 0 74 2 76 4 22 4

4 going to 5 68 11 57 14 0 0 67 4 71 4 22 5

5 going to 6 62 11 51 14 0 0 59 6 65 4 22 6

6 going to 7 83 16 67 15 1 1 76 6 82 5 22 7

7going to 8 86 10 76 9 0 1 80 5 85 5 22 8

8 going to 9 85 14 71 12 1 0 80 3 83 5 22 9

9 going to 10 70 12 58 15 2 0 68 5 73 4 22 10

10 going to 11 82 15 67 7 1 1 74 0 74 4 22 11

11 going to 12 76 4 72 3 0 0 71 4 75 4 22 1212 going to 13 52

TOTAL 949 128 769 185 9 5 906 48 954

09/20/2016

Country Number of Students Percentage of student body (based on student's first nationality)

United States 216 22.4%Poland 195 20.2%Korea 102 10.6%China 42 4.4%

Portugal 24 2.5%Vietnam 23 2.4%Sweden 21 2.2%Spain 21 2.2%

Germany 21 2.2%India 20 2.1%Israel 19 2.0%

United Kingdom 19 2.0%Netherlands 18 1.9%Canada 16 1.7%Ukraine 14 1.5%Hungary 13 1.3%Turkey 12 1.2%France 12 1.2%Lithuania 10 1.0%Austria 10 1.0%Russia 9 0.9%

Romania 9 0.9%Italy 8 0.8%

Czech Republic 8 0.8%Bulgaria 8 0.8%Australia 8 0.8%Ireland 7 0.7%

Kazakhstan 6 0.6%Japan 6 0.6%Greece 6 0.6%

22 more countries 60 6.2%

Board Report

September 26, 2016

Division/Department: Human Resources Author: Marzena Kalbarczyk HR Director

Action Items

Item/s Policy Reference Recommendation None

Report

Overall Rationale: This report identifies key activities undertaken by the Human Resources Department over last few months. At the same time the report aims to highlight areas of priority in relation to activity for 2016-17 school year. Executive Summary: Staffing Report June ‘16 vs. September ‘16 ASW Headcount (Faculty and support staff)

June 2016 vs. September 2016 ALL LH OH

June 202 121 81

September 217 124 93

Increase PPL 15 3 12

Increase % 7% 2% 15%

No of Faculty and ADMIN left last year 25

No of new faculty and ADMIN hired 2016-17

39

Spółka staff Sept 1st 53

Total Headcount ASW and Spółka 270

Demographics of New Faculty We successfully recruited 39 educators with an average of eleven years’ of incoming work experience (min 5 years, max more than 20 years).During recruitment we received about 1000 applications and we completed our hiring by the end of February. Nationalities by category New OH Faculty and ADMIN (35)

All OH Faculty and ADMIN (93)

New Local Hires Faculty and ADMIN (4)

Local Hires Faculty and ADMIN (53)

New OH Faculty and ADMIN by STATUS (35)

Next Steps: Review of data including demographics and develop discussion around recruiting priorities for the 2017-2018 school year. Planning of coordinated recruiting efforts and alignment of practices to demographic based goals.

Board Support/Action: Awareness of hiring dynamics and market trends. Involvement and additional updates via the Human Resources Committee. New Faculty Orientation Rationale : Providing overview and feedback to the Board about this year orientation process. Each year HR Department is responsible for coordination of New Faculty Orientation Program. This year number of new teachers was very high, therefore more people than prior years were involved into the process. Players involved are HR Department, School Director, Principals, Tech Coaches, Tutor/Teaching /Social and Academic Buddy and Orientation Team Leaders. Orientation focuses on three key success factors:

Introduction to all critical information prior and after arrival to Warsaw Socialization with ASW community and culture; Building network within and across school and disciplines.

The overarching goals for orientation were to:

Reinforce new faculty’s decision to join ASW by providing a welcoming and helpful first experience in Poland.

Model effective instructional design and teaching practices. Help new faculty prepare for their first week of class. Ensure successful assimilation to ASW, consistent with best practices in

onboarding new employees, by showing them the resources, people, systems and materials they need to succeed.

Provide an opportunity for new faculty to connect with their peers. Assimilation with ASW culture and context. Introduction to the role, IT, security training etc.

After the HR welcome and filing all necessary paperwork, the induction process starts by joining the assigned structure, where the direct supervisor illustrated his/her role, introduced the other fellow workers and the specific activities. After the process ended new faculty were requested to complete an online survey. Questions concentrated on evaluation of overall Orientation programme, HR support, social and academic buddies support, orientation Team support house searching process and other “ad hoc” comments. New faculty feedback enabled HR to identify points of concern and improvement areas for future. We received 22 responses and overall evaluation was in general positive, see right. (1- strongly disagree, 5 - strongly agree)

SUMMARY of open questions: Areas of improvement: - More clear overview how realtors operate and possibility of connection with multiple realtors. - Create a ratio of about 3 people per real estate agent. - Real estate agents were not always successful and open for listening individual needs. - More information in advance about housing market. - Not enough information about social buddy and how to contact them. - Would have been nice to have meetings with the director or principal early on and have them tell us about the school, important things to know about our division. - There were some gaps in information and who should be contacted for specific questions and information in regards to curriculum and course planning that were not touched on at all. - Bank presentation and process of setting bank account was too long and not clear. -- I would have appreciated some more dedicated time to learning about how things are done in my division before the start of the school year, i.e. grading system, day-top-day operations - The hotel accommodations should, at minimum, include access to a mini-fridge; for the amount of time that is spent at the hotel. - Touring different neighborhoods in order to determine where you want to live. - Helpful to orient us to the city somehow - just a quick drive around tour activity - Based on the length of time it takes to get back passports, it may be helpful to suggest to new teachers to keep aside first month's rent (Sept.) or for the school to facilitate the Sept. transfers. - Taking more consideration for teachers with young children, i.e. placing them in housing in which has kitchenettes and/or short term apartments. Positive comments: - Quick and clear email communication. - The people involved were warm and professional, and genuinely happy to help. - Everyone was very communicative and supportive, and I felt very little stress with arrival and getting settled in. - The Google+ platform/community was awesome! It truly helped facilitate conversations and bonds in Warsaw prior to arriving. - The process of getting earlier communication with HR before arrival was extremely helpful in this process! They were quick to respond and help with any and all questions. Great job! - The individuals on the NH Orientation team were fantastic. They were warm, welcoming and helpful. Once at school, all staff present were just as super. - The flexible afternoons for us to have time to adjust and take care of things on our own time. - The social activities, friendliness of the team, location of the hotel, transit tickets were great. - I great appreciate the support we received, I felt like I knew what was going on and when, If I didn't know, I had many sources for information. THANK YOU! Next Steps:

At 26th Sept we are organising closing breakfast with new faculty and ADMIN giving them opportunity to express opinions and concerns in open discussion. Based on survey results and open discussion HR will provide adjustment plan for the following year program. Board Action/Support: Awareness of the process and if necessary potential involvement and update via the Human Resources Committee. Other Items: Visitors As every year representatives from retirement and insurance brokers were on site to meet with new and returning staff in beginning of September. Currently HR is collecting declarations from new Faculty and assignment forms from returning about retirement contribution for 2016-17 school year. Personnel Report Long Term Leave MS PE Teacher (Anna Komorowska) - filled by Beni Borsi (ES PE Teaching Assistant) ES Grade 3 Teacher (Dana Laquay) - filled by Emily Zurfluh ES PE Teaching Assistant (Beni Borsi) - filled by Tom Cook Resignations / Replacements Admissions Officer (Zsuzsana Veer) - filled by Beata Baca Major activities in upcoming year:

Revision of all Manuals and Handbooks before entering the season in which the School takes stock of its staffing requirements for the next.

Creating and announcing recruitment calendar. Creating common Google platform to be used by all parties involved into

recruitment process. Requesting eligible faculty to declare their employment intentions for the coming

school year. Listing all vacancies on ASW website and Search Associate. Updating Job Descriptions in line with Accreditation requirements Creating and implementing Appraisal procedure for support staff.

Board Report

September 26, 2016

Division/Department: Communications Author: Agnieszka Świetliczko

Action Items Item/s Policy Reference Recommendation None

Report Coordination and management of general communication structure, improving for stakeholders where possible and appropriate. Website redesign Rationale : To increase ASW external visibility and awareness to reach prospective families. Our primary marketing tool ­ the website ­ is not responsive, and over the years it has become outdated, too crowded and dark. It also does not have a specified target audience, as it tried to target both internal and external one. In order to make the website responsive, attractive, informative and easy to navigate, a redesign project began this year. The process of redesigning the website has been a collaborative work. First, the structure was drafted by the Communications Department and discussed with the school’s leadership team and later, members of faculty were invited to provide input. Finalsite has remained as the service provider. The new website is planned to be launched the week of October 3rd. The temporary link before going live is: warsaw.finalsite.com Next Steps: Create a Parent Portal called ‘My ASW’ to provide a safe and secure place for ASW Parents to access information that is only for them. Board Support/Action: an awareness of the efforts underway. Social Media Rationale : To enhance ASW social media presence a Social Media and Communications specialist was hired last August. We update our social media channels a few times per week with relevant coverage of events, news and important announcements related to ASW activity. We generate entertaining video content, photography, text and graphics internally and post these to social media. We are currently developing a social media policy which can be used as a guide by all faculty & staff. Social media stats: FACEBOOK ­ Page likes 2,969 Our fans are mainly in Poland, with around 10% in the USA and the rest are distributed around the world. They are mainly female (70%) and the most common language used is English. Over the last 28 days, our posts reached 36,776 people, who engaged with our posts 44,517 times. Videos on our page have been viewed 1,563 times. Our most popular post this month was an album of photos from the PTO BBQ (10,700 engagements).

TWITTER ­ 105 followers We follow and are followed by organisations like CEESA, other international schools, as well as current teachers and staff. The majority of our followers are female (57%). Our posts received 2,200 impressions in the last 28 days. YOUTUBE ­ We currently have 107 videos available on Youtube. Our audience is mainly female, with the majority being aged between 13­24 years old. Over the last 28 days, people watched 2,279 minutes of our video content. Our channel has 120 subscribers, and it has been viewed 31,521 times. Next Steps: Create an Instagram account. Develop LinkedIn. Board Support/Action: An awareness of the efforts underway. Online newsletter Rationale : To improve the management of the email communication between the School and its stakeholders.

To gain the ability to track the status of the newsletter according to each email address To increase readership of e­Notes To unify layout of the outcoming communication

A questionnaire was sent out to faculty and staff to investigate different channels of communications that exist in ASW. Meanwhile, Communications Department is working with the IT Department to create a newsletter using the Finalsite platform, which would combine all e­Notes sent out to parents. Such newsletter would limit the number of emails which currently parents receive from the school. Next Steps: Based on the Finalsite’s eNotify template we will create an ASW newsletter. Board Support/Action: An awareness of the efforts underway. Support for all stakeholders of the ASW community School Photos The Communications Department has been engaged in organizing school photos for all divisions working with a third party vendor. Alumni Reunion 2016 The annual Alumni Reunion is scheduled to take place in the week of December 19th Next Steps: We will continue to work with students, staff and parents to ensure that the ASW community is fully supported Strategic Planning Rationale : Create an Integrated Communications and Marketing Plan in consultation with the Director and the Board of Trustees The Communications Department will engage with the school Director and Board of Trustees to develop a strategy and eventually a plan which will set the direction for integrated communications and marketing activity at ASW. Board Support/Action: An awareness of the efforts underway.

Board Report

September 26, 2016 Division/Department: Finance and Operations Author: Larry Kraut

Action Items Item/s Policy Reference Recommendation None

Report Facility Summer Projects Immediately following the last day of school the facility team set out to execute the list of approved projects. The largest project, the development of the makerspace, was executed by an outside contractor with ASW oversight and support. Please find the list of projects below: Repairs to sidewalks and roads Completed

Creating a makers room from C153/154 Completed

Ventilation ducts cleaning Completed

5­year mandatory examination of electrical and lightning installation Completed

5­year mandatory check up of the whole building Completed

Repairs to the dirt road Completed

Swimming pool leaks repair Completed

Carpet replacement in: HS office (246 sqm), PreK/KG, E123­E126 Completed

Additional: marmoleum replacement (PreK/KG) + cafeteria+moulding Completed

Replacement of the hot water tanks and heat exchanger in the boiler room Completed

Waterproofing/sealing of the main entrance canopies Completed

replacement of 2 valves (8") in the boiler room Completed

Mandatory verification of gas detectors Completed

Changing the door in the H025 room to hopper type door (A.Świetliczko) Completed

Additional repair to the canopy of the new building + Completed

Grass fields renovation Completed

Replacement of small valves in the halls ( 10 pieces) Completed

Repair to the terrace leading to the main boiler room + building entr.island Completed

Painting of Prek/KG: added low areas (0­3m) + wooden beams Completed

French rooms rebuilding, walls removal in E126, E145 Completed

Adapting MS low. Common to a classroom ­M019 Completed

H121 changed into computer room Completed

New logo of the school and nameplates In Progress

Bringing back art to E147 Completed

ES entrance redecoration Completed

Exchange of compressor #2 in main chiller In Progress

Next Steps: Only a few small items to complete and the summer projects will all be finished. There are still projects on our list that were postponed due to lack of funds, and we will continue to monitor the budget to see if anymore work can be executed in this fiscal year. Board Support/Action: No action required. Annual Audit We are currently well underway with the financial audit. EY has already completed their work with VISTRA, our outside contractor who keeps the accounts for ASW Spolka, and is part way through their audit of the ASW books. We have from 1­3 EY staff in our office daily and the accountants spend a considerable amount of their time supporting the EY team. Next Steps: We expect to conclude the audit no later than October 30. This will allow time for for the Board to review the draft before the work is finalized and has been formally approved by the Board. Once approved, we will send a copy to our lender no later than November 30 in fulfillment of the loan covenant. Board Support/Action: A Board vote will need to be conducted no later than November 30. We expect the vote to occur at the November Board meeting. School Supply Store Our purchasing department recently opened a supply store to better serve the school program and support functions. Supplies available are limited to the most commonly used items throughout the school. With the opening of the store, school staff can expect to find the supplies available in a more timely and convenient manner. Next Steps : We are currently using a paper intensive procedure to support the point of sale and are in process to find a suitable point of sale system to digitize the process. Board Support/Action: No action required.

Board Report

September 26, 2016 Division/Department: IT Author: Irene Sendra

Action Items Item/s Policy Reference Recommendation None

Report Elementary School Refreshment Rationale: Explanation of the final numbers for the Elementary School technology refreshment. As part of the 3­year refreshment program in each of the divisions at American School of Warsaw, the Elementary School Team agreed to purchase for 2016 a set number of devices (iPads and MacBook Airs) together with the carts to store and protect the new machines (see Fig. 1). This purchase aims to support our students as they learn to effectively manage technology and become digital citizens as stated in the school mission. The plan included:

2 to 1 iPad program in Pre­Kindergarten and Kindergarten. 1 to 1 iPad program in Grade 1 and 2. 1 to 1 MacBook Air 11’’ from Grades 3 to 5. 1 Elementary School rotating Cart with 23 iPads for Grades 3 to 5. 1 Middle School rotation Cart with iPad Pros for a pilot Program

Given budgetary restrictions, we had to reduce the order for the refreshment. However, we did not want to affect the teaching projects and we tried to keep the ratio of devices, combining new generation iPads with old generation iPads from Pre­K to Grade 2 (see Fig. 2), as well as the iPad pilot program in Middle School.

Fig. 1: Elementary School Refreshment total Numbers. Top part shows the original plan numbers together with the final program, followed by the final distribution of devices per grade and among the school.

Fig. 2: Elementary School Final iPad Distribution. During the summer and the first part of the school year, we were delivered the new devices. Since July 4th, the IT department worked to re­image all the MacBook Air 11’’ devices to satisfy the needs in the classrooms of Grades 3 to 5. Similar procedures were implemented to re­image the new machines for the Staff. During the first two weeks of September, two engineers from SAD, the company that provided ASW with the new devices, visited the school to format all the iPads. They had to unify both new and old devices in order to be able regroup them evenly along the grades and provide them with the applications needed at each level. They also listed all the devices in a Mobile Device Management (MDM) system that was installed on one of our servers that will assist us to deploy iPads in the future. Before the end of the month, they will provide us with the corresponding training. Next Steps:

Unify iPad generation among the Elementary School. Provide Middle School with a cart of iPads for their pilot program. Develop a more efficient and less resource consuming system of technology/computer

refreshment among the school for the future. Board Support/Action:

Develop an awareness of the technological needs of the school as a 1­to­1 laptop and iPad program

Understand the financial and resource demands of the program.

IMPROVING TECHNOLOGY INFRASTRUCTURE AND CONNECTIVITY Rationale: Description of the steps already carried out in order to improve the internet connectivity as well future actions. An external Technology audit in early 2016 [1] revealed that one of the biggest issues at ASW was an unreliable Internet connectivity on campus. As we know, internet access service at ASW is based upon a wired and wireless infrastructure: internally, the system is wired; externally, a radio link provides access. Two issues were identified:

1. Inefficient, obsolete existing wireless infrastructure, designed and installed in 2009, with the projected life span of 3­5 years is no longer capable of servicing a high­density environment, which is the result of the growing number of wireless devices: minimum 1­to­1 device with many 2­to­1 devices per person in the building.

2. Growing need for Internet bandwidth for new web­based applications and services that exceeds the current 150 Mbps radio link.

Fig. 3: WIFI coverage at ASW at the moment. Information provided by the site survey done by NetXP.

Fig. 4: WIFI coverage at ASW at the moment. Information provided by the site survey done by NetXP.

Fig. 5: WIFI coverage at ASW at the moment. Information provided by the site survey done by NetXP. The audit recommended “a qualified and independent WLAN technician should conduct a full site radio heat map survey” immediately, due to the urgent nature of the wireless capabilities and security at ASW. The school contacted multiple companies for this project and found NetXP to the most competent and complete in their proposal (see Fig. 3,4 and 5). NetXP subsequently performed a signal simulation to determine the number of devices needed to meet the recommendations from the audit, such as the ability to move throughout the school without losing connectivity. NetXP provided three solutions for ASW from three different vendors: Xirrus, Cisco and Meraki (see [2]). Given the current and future requirements of ASW, as well as the recommendations from the technology audit, we decided to go with Xirrus, which provides the most robust solution for a school the size of ASW. With a fully knowledgeable IT team who is already versed in the Xirrus infrastructure and management, the upgrade would be less difficult and troublesome than a conversion to a new system (such as Cisco or Meraki). Combined with the ownership factor of Xirrus, the end­user of ASW (students, faculty, and community) can be taken more into account.

Fig. 6 Future distribution and coverage of the Access Points. The coloured scale indicates the intensity of

the signal. In August, 74 new access points were ordered and last week, NetXP started to conduct the new wiring in the building (See Fig. 6) for the future distribution and coverage of the new access points. In the meantime, the IT department has been in contact with Exatel, our internet provider, to upgrade the existing 150 Mbps radio link to a new fiber optic Internet link with 1Gbps and add a secondary, redundant Internet link, from a different provider. We are expecting both wireless and the first of the fiber optic links to be fully implemented by mid­October.

Next Steps: Find an appropriate backup internet installation. At the moment, the providers are not able

to provide redundant physical paths to the building for fiber optic links. We may need to consider a radio link for the backup from a second provider.

As recommended in the tech audit report, the data center or server room needs to be re­designed to provide:

Environmental sealing for core strategical hardware Fast, reliable data link to the rest of infrastructure

In parallel, the core network cabling and devices need to be upgraded to be capable to provide for at least 10Gbps network speeds in the network backbone.

Board Support/Action: Awareness of the WIFI installation being carried out and future possible projects in order to have an updated infrastructure. CONSOLIDATION OF SYSTEM OF RECORDS Rationale: Explanation of the need and possible future steps to consolidate into a single database system to ensure data integrity and security A major need at ASW is to consolidate to one main system data collection and storage of information and records. At the moment, we have different systems that meet the needs of different division and sections of the school. However, multiple non­integrated systems open up vulnerabilities and potential data loss or corruption. Therefore, the IT department recognizes a need to implement or develop a system that anchors and conveys data for the community: from parents to students to staff. At the moment, the system in place that can fulfill all these needs is PowerSchool. But, it needs to be reviewed and if continued, the school needs to provide access and training to the whole ASW community. With that in mind and during the following months, the IT department will look to:

Meet with all divisions among the school to know their needs in terms of data entry, access and storage.

Update and customize PowerSchool in order meet school wide needs. Search for an online admissions system that integrates with PowerSchool Design a data flow and data entry responsibilities policy Provide training to the school secretaries so they are familiar with the system

Board Support/Action: Understanding of the need to consolidate data systems in order to effectively communicate with the whole ASW community. POLICIES AND PROCEDURES AROUND TECHNOLOGY Rationale: Description of the actions required to review, update and create technology related infrastructure documentation As a result of the Audit Report on IT Infrastructure and Services created in November 2015 [1], a review of the technology infrastructure documentation was recommended. Thus, Policies and Procedures about the usage, protocols and processes of Information Technology in the school needs development and deployment.

Next Steps: Create corresponding documentation related to infrastructure and technology following the

Information Technology Infrastructure Library service catalogue management standards. Summary ‘log’ for changes made on IT systems IT procedure and policy on changes and implementation of new IT systems at ASW

Update the resource management database (Destiny) and create a Policy document outlining the protocols and procedures for asset management and allocations. An accurate inventory with replacement cycle plan will help budget planning, which will result in timely replacement of resources.

Create an ASW tech committee that will include members of IT department, general staff, teachers and student representatives. All school wide tech matters could be discussed, decide and recorded after discussion by this committee.

Create a policy regarding ASW access to technology: accounts, devices, hardware, and software.

Board Support/Action: Awareness of the the policies and procedures surrounding IT services, current status and future projects. HELP DESK AND TICKET SYSTEM Rationale: Description of the projects that are going to take place within the Help Desk section of the IT department As was pointed by the Technology audit [1], the Tech Services department should undergo an ITIL/ITSM training to provide an understanding of ‘service standards’ in IT industry. This should also include review of the helpdesk system and definition of service level expectations. Next Steps:

Improve actual Ticket system that will identify different needs and will automatically establish ownership depending on the request.

Common ticket system with Maintenance and purchases but with differentiated workflows.

Weekly IT helpdesk performance report Organize the helpdesk area in order to become also a learning place in the school First steps on requirement to be part of Apple Self­Servicing Account Program

Board Support/Action: Awareness of the importance of developing and maintaining appropriate workplace standards associated with the IT industry References [1] Audit Report: IT Infrastructure and Services, November 2015, Muhammad Azeem [2] Site Survey conducted by NetXP

Board Report

September 26, 2016 Division/Department: Elementary School Author: Jen Munnerlyn

Action Items Item/s Policy Reference Recommendation None

Report Building a Caring Community Elementary schools around the world are focusing on building student capacity as healthy social­emotional citizens. This movement is important for two key reasons:

1. In our schools, well­adjusted children grown into well­adjusted teens who can handle the daily pressures of academics, relationships, and digital and device use.

2. In our world, well­adjusted adults will help navigate the future we all share. That future requires we offer solutions, find common ground and be able to see each other as valuable human beings sharing a responsibility for the common good and for our planet.

From this, our Elementary “Community Building Time” (CBT) has been launched in Grades 1­5. This 25­minute daily time across our schedules from 8:25­8:50 requires teachers offer students a chance to connect as people, to problem solve and act as good citizens, and to communicate as learners and members of a community which is striving to do the right thing. Our CBT is supported by the IB Learner Profile, which has been launched and used in every classroom. The words in the Learner Profile offer a jumping off point for student dialogue and for activities and connections across the school. Homeroom teachers are required to support CBT time and our school counsellors are available and present in classrooms during CBT to ensure every child in the Elementary School at ASW is heard and known by several trusted adults. In addition, we have mandated that every child have a voice during CBT. We want them to be able to share what is happening in their hearts and minds, and to have a system for peers and adults to hear them as they learn how to become “big kids.” To do this, students must have structured systems during CBT for talking about their feelings, for breaking down barriers (getting to know all others in the classroom), and for learning how to offer help and support to others. As a school, we have agreed that academic work finishing math homework for example, is not part of Community Building Time. Additional supports to CBT: 1. All ASW parents and students in Grades 1­5 were introduced to and have signed the Anti­Bullying and Harassment Action Statement. This key document will guide our actions and response as a community to bullying or harassment behaviours. 2. The entryway project in the Elementary School (spearheaded by Aga Sulek, ES Art Teacher) is designed to offer visible and tangible connections for our students and community. Every child in the ES (412 children) is represented with a photo under the caption “Our ASW Family”. Students, parents, siblings, and visitors have stopped at the entryway display to find photos of them selves, and to point out photos of friends and new classmates. The visual representation of our entire

student body, in one space, is aimed at encouraging all who enter the ES to adopt a mantra repeated by the ES faculty and staff… OUR kids… not MY kids. 3. Teaching staff are present at recess and/or lunch duties across the week. This allows teachers to influence and act as role models during these important learning opportunities in our school day. Next Steps: As Community Building Time, utilizing the Learner Profile, becomes the norm in our school, we hope to capture a great deal of what is planned during CBT in our PYP Units of Inquiry. Similarly, we are tracking, through conversation and follow­up reports how CBT helps our adults react to social issues before they become concerning bullying or other problems. Board Action: An awareness of the work to address student social and emotional wellness in the elementary school.

Board Report

September 26, 2016

Division/Department: MS/HS Author: Laura Berntson Constance McGuire Michael Sheehan

Action Items Item/s None

Report MS/HS Schedule Change ­ Laura Berntson Rationale: MS and HS are assessing the impact of the new 9­day rotation. International schools around the world struggle to find the best schedule to supporting their intended curriculum while meeting the needs/demands of their international community. This year, ASW implemented a schedule change across the MS and HS with the hopes that it would support three main goals: to provide space to accommodate the implementation of the IB MYP program in grades 6­10, to support our families who want their children to have access to broad curriculum including variety in their core, language, and elective programs, and to provide an opportunity to ensure the contact time required for each course by the IBO can be met over the life of each IB program. For the 2016­2017 school year, ASW MS/HS adopted a 9­day, 9­period rotational schedule. In the previous schedule, students enrolled in 8 classes per semester/year, 4 per day, each for 80 minutes long. This year, each student is now able to take 9 courses per semester/year, 5 per day, each for 60 (MS) or 65 (HS). One of the driving forces for this schedule change was to accommodate the implementation of the IB MYP Program which requires all students to take 8 subjects, including Language and Literature, Language Acquisition, Individuals and Societies, Mathematics, Sciences, Arts, Physical and Health Education, and Design. By adding this 9th period, students have access to all required courses while also having space for an additional course option (ie. native language, world language, or additional elective). Another benefit is the space available to MYP 4 and 5 students (grade 9 and 10) to work on their culminating Personal Project. There are also some benefits to the IB program at the HS level. All HS students now have one more space which provides access to courses that couldn’t previously fit into their schedule; for example, IB DP students are now able to continue with band or choir. The addition of this 9th period also provides space for IB students to have extra course meetings with their IB HL classes, time to focus on the Core components of the IB program, and more access for all grade 11 and 12 students to CAS and Counselor Seminar. Next Steps : As we work with this schedule this year, we will assess its effectiveness and strategize ways to fully support the students in both MYP and DP courses in the coming years. We are studying how to grant students additional contact time for every Higher Level course,

evaluating the type and number of course offerings and related staffing needs to implement the MYP, and effectively meet the curricular needs of all students. Board Support/Action : An awareness of rationale to implement this schedule, the benefits it can provide moving forward, as well as our need to evaluate and adjust prior to next year. Implementation of the PowerTeacher Pro Gradebook ­ Michael Sheehan Rationale: To effectively implement the upgraded gradebook and clearly communicate academic achievement to students and parents. As we enter our third year of using PowerSchool, a student information system used by faculty, administration, nurses, students, and parents, we are currently implementing the first upgrade to the gradebook used by all teachers in grades 6 through 12. The new gradebook generates a slightly different look to parents and students, and with the help of our IT Director, in­house PowerSchool engineer, and the two Technology Coaches in the Middle and High School, we are sorting through several new functions to ensure a clear, comprehensible view for the parents and students. The implementation of the new gradebook has catalyzed important discussions among the administrators, program coordinators, teacher­leaders, and various teachers about best practices in reporting learning activities, formative assessments, and summative assessments. These discussions have led us to consider the best way to communicate to parents what their children are doing in their courses on a daily basis. For example, if we use PowerSchool to communicate progress against achievement standards (or “assessment criteria” as stated in MYP), then how should we inform parents of the daily learning activities? Via Moodle? Google Classroom? And as move toward the implementation of MYP, what exactly should be reported out to parents (and students) in PowerSchool? Next Steps: Regarding the new look of the parent portal in PowerSchool, we will gather feedback from parents at future PAC meetings and a survey sent out after the Parent/Teacher Conferences in early November and seek to refine the parent (and student) portals of PowerSchool to ensure all parents understand their child’s academic progress and achievement. Additionally, we will continue to engage all faculty members in the rich conversation about what is necessary to report in the gradebook to make sure all parents and students have an accurate and complete understanding of academic progress and achievement. Board Support/Action: An awareness of our ongoing efforts to clearly communicate to all parents their child’s academic progress and achievement and the faculty’s efforts to accurately assess and report learning. Migration toward MYP Assessment Criteria ­ Constance McGuire Rationale: As part of our implementation of the Middle Years Programme, we are in the process of preparing to use the MYP Assessment Criteria in place of our current Reporting Standards. While the MS/HS has been using Standards­based grading for the previous four years, the standards to which we assess students were developed by the teachers from the subject­specific curriculum standards for classes in grades 6­10. As we plan for the implementation of the MYP, we are preparing to replace those standards with the MYP Assessment Criteria.

Under the guidance of the MYP Coordinator, departments are developing an understanding of the MYP framework, including the MYP Assessment Criteria, by considering how they can be used to assess student work. Departments are at different points with this process, but we are all moving towards the same goal. Our goal is to have the MYP Assessment Criteria available in the teacher gradebooks by the start of the second semester, for teachers to use where appropriate. Teachers will have the option for the remainder of the 2016­17 school year to use the current reporting standards, the MYP Assessment Criteria, or a combination of both. Teachers will be using the MYP Assessment Criteria to guide unit planning, rubric design and assessment of student work. For the 2017­18 school year, all teachers for classes in grades 6­10 will use only the MYP assessment criteria to assess student learning, with the exception of specialised classes such as yearbook. Teachers will work with students and parents to facilitate their understanding of the assessment criteria. Next Steps: An awareness of how this migration will affect our approaches to teaching and learning and an understanding of what the process involves in terms of teacher professional development time.

Board Report

September 26, 2016 Division/Department: Director Author: Jon P. Zurfluh

Action Items Item/s Policy Reference Recommendation Organization Chart Policy 1.3 Approve

Report For the purpose of this report, I’m including text from my template report earlier in September with updates. You’ll recognized some of the text below woven with additions and edits.

Board Priority #1 – Rebuilding Trust, Transparency, and full communication In the early months of the school year, we are working on systems associated with the above stated goal. The first 45 days included getting to know staff and drafting a key leadership organizational chart to being our work together. We identified the key stakeholders and positional alignment. We then brought this team together and worked on strategies to align and focus our energies toward cohesion and collaboration. We have done additional work on the organizational charts for the subordinate structures and will present them as part of orientation. You have an action item associated with the board requirement for approving the key administrative organizational chart. In looking at the history of charting, this is not unfamiliar. But, the empowerment of leaders has addressed many of the issues associated with rebuilding trust and transparency. With the group structures of A­Team and Cabinet, it has also improved communication, including the proper documentation of agenda development and minutes. Communication plans are developing and my presence at key events has been well received, including the recent PTO BBQ and other key opportunities for connecting with the community. There is more work to do in this area as the overall communications plan takes place. You’ll see in board reports examples of the initiatives that are being undertaken in this regards. These activities have emerged as part of prioritization that is occurring at the administrative level. But, key meetings with the Teacher’s Association and scheduling of their meetings for the remainder of the year, divisional meetings, accreditation meetings, Learning Leadership Team, and general visibility around the campus has served well in a process of getting to know everyone without overly spotlighting the Director’s office in the early weeks of the school year. Next Steps: Classroom visits will now become more central in my planning and upcoming social events that are currently being planned. Also, more communication associated with the Teacher Appraisal system and updates of Handbooks (see HR Report). We will quickly move into preparations for staffing and recruiting, aligning our work with the committees.

Board Priority #2 ­ Ensuring the financial health of the school and long­term sustainability of programs/initiatives begun in the past year. New programs have been supported as planned by the leadership team prior to July, 2016. Key staff are in place and program enhancements are all in a general state of implementation. Budget review is now nearly complete as budget managers are returning their finalized budget after optional meetings with me to make adjustments or otherwise address realignment of budget accounts with the proper divisional or functional departments. The Administrative Team (A­Team) will review these and present any recommendations to the Finance Committee for further action by

the board if warranted. Overall financial health of the organization continues to be assessed against the board adopted budget from Spring, 2016. Items requiring financial consideration and currently being reviewed: While impossible to include a full list of project implementation, the following serves as a generalized list of items in play:

Design Center (staff and facility) IB Coordinators (staff) – coordinated under Teaching and Learning as the Learning

Leadership Team Implementation of PYP and MYP – rollout proceeding as planned Pupil Support Services (Coordination and staffing) – a key department under Teaching and

Learning ELA (Coordination and staffing) – also under Teaching and Learning Elementary staffing enhancements – assigned and engaged in classrooms Classroom shifts and creation of new spaces – completed Overseas Ordering – received and deployed New Administrative staff – MS/HS New Director of Technology – implementation and alignment Installation of wireless upgrades – in process Installation of upgraded broadband connection – in process Accreditation – recommendations review and baseline data collection initiated

Next Steps: A more comprehensive review of ongoing financial implications of the above and other initiatives will be addressed more fully in the 2017­2018 budgetary process. Finance Committee, as noted in other reports is reviewing this in more depth along with review of overall staffing in the HR Committee. I’ll be working with Finance and Operations, along with IT, to look at systems that support this area, looking for recommendations to better align financial systems with subsidiary areas of student records, admissions, and human resources.

Board Priority #3 ­ Accreditation All items identified in the follow­up report provided by NEASC and further detailed in the CIS report have been or are being addressed for the October report. You’ll see this in the Teaching and Learning Report. As it turns out, there will not be September action items that are required by the board at this time, but will be planned for future meetings as part of the overall Governance Committee review of policy. The reaffirmation of current policy and strict adherence to it will suffice for accreditation standards as much of the concern was related to the degree to which current policy was not being followed. In the areas that concerns were noted, policy is in place and divisional/department leaders have affirmed their forward compliance with stipulations of policy currently in place. Self­study has commenced in earnest and the survey results from the comprehensive Endicott Survey is being prepared after the recent completion of parent input. We have structured a comprehensive meeting schedule for the year that is presented in more depth in the Teaching and Learning report. We are on track to complete the submission which is due in December, 2017. Next Steps: Continued work with Teaching and Learning Department in aligning and organizing our work, involving all stakeholders where possible and appropriate.

Summary There are many systems to understand in a new school. Many of these have history and tradition associated with them. With my conversion from interim to long term leadership, I’ll continue to look for opportunities to inventory and understand these systems with a longer lens toward improving where possible, reinforcing where appropriate, and changing where necessary.

AmericanSchoolofWarsaw2016-2017OrganizationalChart

Director

J. Zurfluh

DirectorofFinance&Operations

L.Kraut

Accounting

A.Janota-Bzowska

Security

M.Mozanski

Facility

L. Czajkowski

Purchasing

A. Zygmunt

DirectorofTeaching&Learning

C.Jordan

DirectorofServiceLearning

L.Stawarz

DirectorofEAL

M.Nieman

DirectorofLearningSupport

C.Cienska

Library

B.McCombM.James

ESPrincipal

J.Munnerlyn

PYPCoordinator

M.Rose

LiteracyCoach

H.Laffay

MathCoach

A.Cetlinksa

MS/HSPrincipal

M.Sheehan

HSVicePrincipal

L.Berntson

MSVicePrincipal

C.McGuire

IBDPCoordinator

C.Beach

IBMYPCoordinator

E.Swanson

DirectorofAdmissions&Registrar

V.RaskinNursing

M.Dypczynski

DirectorofHR

M.Kalbarczyk

DirectorofCommunications&

MarketingA.Swietliczko

DirectorofICT

I.Sendra

Co-DirectorsofDigitalLearning

S.SenrickK. Sheehan

S.MayC.Staffa

DirectorofAthletics/Activities

J.MatterS.Sidaway

DirectorofAquatics

B.Szuter

ESActivities&SoccerProgram

N.Riley

ChiefAdministrativeOfficer

B.Waliszkiewicz

Cabinet Cabinet+FST=A-TeamFunctional

SupportTeam

Primaryreporttodivisionaladministrators.

Board Report

September 26, 2016

Division/Department: Teaching and Learning Author: Carol Jordan and Learning Leadership Team

Action Items Item/s Policy Reference Recommendation None

Report Learning Leadership Team Rationale : The Learning Leadership Team was formed this year out of a need to have a consistent mission driven and strategic school wide approach to teaching and learning. Their role is to identify what we need to know, understand and be able to do in order to lead the school into the future and prepare our students for the 21st century. Team members:

Executive Summary: The team has oversight for teaching and learning preK to grade 12 and contributes to what program modifications will ‘look like’ in order to ensure integration, avoid disconnects between divisions or grade levels, and assure alignment with the school’s mission and IB philosophy. Moreover, they ensure that curricular developments are supported by professional development and aligned with current best practice and research. The team members

represent the goals of their division/department but work with a collective preK­12 focus. The committee meets twice a month to:

Identify school wide priorities for teaching and learning. Develop a shared plan of action and determine how to engage the community in getting

there. Align approaches to teaching and learning across divisions, teams, and departments. Measure, articulate and document our accomplishments.

Next steps: The team has identified the need to write school wide operational policies related to assessment, learning principles, academic honesty, language, learning support, and service learning. Work has already begun on the assessment policy. These policies include statements of beliefs, and practices/procedures relevant to each division. Board Support/Action: An awareness of the operational work of the learning leadership team. Support for strategic planning. Support for operational policy through board policy. MYP and PYP

IB Learner profile attributes Rationale : Based on decisions made during the 2015­2016 school year, in April 2016 we submitted our application for candidacy for both programs and in June we received candidate status. The expansion of our IB program to include the PYP and MYP will complement our existing DP program and, by doing so, we will be able to offer our students a continuum of international education from preK to grade 12. All three programs prepare students for a rapidly changing world, and foster intercultural understanding and respect that is empowered through ten learner profile attributes. Executive Summary : Three milestones we are working towards are:

Visits by IB appointed consultants to assess our action plans and readiness for authorisation (PYP ­ March 2017 and MYP ­ November 2017)

Submission of the application for authorisation on April 1st, 2018 Authorisation visit September ­ December, 2018

PYP Under the leadership of the PYP Coordinator the goals and priorities identified in the elementary school for 2016 ­ 2017 relate to the following concepts:

International mindedness & Learner Profile Collaboration. Learner Agency/Inquiry Inclusion Community

To achieve this: Teacher timetables have been re­organized to allow for daily collaborative time. Teachers are engaged in an inquiry into international mindedness, learner agency, the

learner profile and differentiation. This is being facilitated through Wednesday early release PD time and grade level meetings.

Teachers are beginning to develop PYP Transdisciplinary Units of Inquiry and plan for inquiry based learning.

A community building time has been created at the start of the day to foster responsive and supportive classroom communities.

Mark Overmeyer our Instructional coach in residence is providing on site job embedded professional development in coaching and effective teaming.

Our ES librarian is developing a Learner Profile collection in the library. This will enable faculty, parents and students to continue to develop an understanding of the Learner Profile attributes through the use of literature.

MYP Under the leadership of the MYP Coordinator the goals and priorities for 2016­2017 are to:

Introduce teachers to the IB philosophy, the learner profile and the MYP curriculum framework through a one day in school workshop facilitated by external IB appointed workshop leaders. This was completed in August.

Explore MYP approaches to teaching and learning. Provide in­school PD in subject departments related to curriculum planning. Carry out an inventory of our current state with respect to the curriculum standards in

subject areas to be sure that they clearly articulate what students need to know, understand, and are able to do. This will ensure that students receive developmentally appropriate instruction at grade level, that they are prepared for advancement to the next grade level and are set up for success in the Diploma program.

Support subject teachers in attending IB authorised MYP workshops. Have a soft roll out of reporting MYP assessment criteria in some courses in Power School.

To support this work Mark Overmeyer, our instructional coach in residence, is providing on site job embedded professional development in effective teaming, is facilitating the alignment of academic standards in grades 6­10, and providing coaching in how to making student thinking and learning visible. The middle school librarian is reorganizing the young adult book section of the library into genres to make the library more user­friendly for middle school students. Next steps: A thoughtful and strategic implementation of the PYP and MYP that meets the needs of our students and contributes to the embodiment of the ASW Mission. In both programs an implementation plan has been drafted based on the IB Standards and Practices and is aligned with school wide goals. Board Support/Action: An awareness of the action plans being created and the support that the IB provides as part of the overall journey to authorisation. Continued support of implementation and funding requirements that are consistent with IB expectations and were outlined in the application for candidacy. Being prepared and open to potential edits to board policy to embrace IB philosophy and expectations and any additional programs.

Inclusion Rationale : This year we have seen increased collaboration across the school as a result of increased staffing. This has developed our capacity to engage in the important work we need to do in service of our students’ learning and language needs and provides the support to implement educational programmes that are accessible to all students. Executive Summary : The goals for EAL (English as an Additional Language) in 2016 ­ 2017 are:

Move from a paper based to an online WIDA language proficiency testing in grades 1­12. This online format will provide professional language reports for parents and teachers. Language reports will be issued quarterly.

Create a Beginners English Program in the Elementary school and writing syllabi and curriculum.

Exploring for the first time our Kindergarten program and what support or programs could be offered to help our early years learners.

Align English for Academic Purposes (EAP) standards in grades 6­10 EAP classes. These classes empower students with the academic language needed to be successful in their core classes (Science, Math, Social Studies, English). Report achievement against these standards in Power School.

Explore the need for an EAP course for grades 11/12. Create a resource center with a language library in MS and HS EAL rooms that can be

used for drop in or a place where students can find time to work in an open and comfortable atmosphere.

Create EAL standards and proficiency descriptors in MYP units. Upgrade job descriptions for EAL teachers to reflect the shift in aims and scopes and

highlight duties working as a specialist /coach. The goals for Learning Support in 2016­2017 are:

Initiate school wide procedures to track Learning Support materials and equipment. Carry out an audit of our ability to meet the needs of students with Occupational and

Sensory Integration needs. This audit will be carried out by Mellane Maddalene from Maximum Potential in the UK.

Refine our process for tracking Learning Support Students in order to monitor numbers and levels of needs at each grade level.

Improve vertical alignment between the divisions by: Developing common language, titles, forms for learning support team Developing common processes for students from initial concern ­ referral­

consultation­ evaluation Updating and bringing into compliance evaluation and progress monitoring

procedures across the divisions Completing a library of testing materials Initiating work to update policy on emergency procedures

Next steps: Create an operational Learning Support and Language Policy by April 1st, 2018 that is consistent with IB expectations and board policy. Continue to strengthen the procedures created in 2015­2016 that track the progress of each child who needs support. Board Support/Action: An awareness of the efforts underway to develop our capacity to support students with diverse needs and support for ongoing program growth and development. An awareness of IB expectations for special education needs and language. Support for the operational learning support and language policies through board policy. Continued support for funding requirements that is consistent with IB expectations and the needs of our student population. Awareness of the value of external audits and consultants in helping us identify student needs. Digital Learning Rationale: The mission for technology at ASW is that it is ubiquitous, seamless, and embedded in teaching and learning. Executive summary: The Digital Learning Team is active in supporting our mission for technology and the planning and implementation of our IB programs, in close collaboration with the IB coordinators. ASW was recognized last year as a Common Sense Media Digital Citizenship Certified School and in April we are hosting the Learning2 conference. Learning2 is an innovative, engaging and constantly evolving face­to­face conference with a focus on leveraging technology to support learning globally. Goals for the year:

Utilize ideas from the IB’s resource “Teaching and Learning with Technology” into PYP/MYP/DP implementation, professional development, and other initiatives.

Structure digital citizenship program efforts school wide and seek recertification as a Common Sense Media Digital Citizenship Certified School.

Prepare teachers and students, through professional development, coaching, and other opportunities to present, facilitate and share out at the Learning2 conference.

Support PD opportunities, which integrate research and data from the 2016 Horizon Report (short term trends, mid and long term trends in Education technology) as well as other industry leaders on best practices and innovative approaches to transformative pedagogy.

Next steps:

Work through current structures­­meetings with IB coordinators, divisional team meetings, Learning Leadership Team, etc. to integrate “Teaching and Learning with Technology” into our PYP/MYP/IB work.

Map out digital citizenship instruction school wide and implement early lessons. Prioritize needs for Learning2 conference and identify leaders/committees to do the work Identify staff needs in teaching/learning with technology and design school wide PD

sessions that focus on best and innovative practice. Board Support/Action: Support for technology that it is ubiquitous, seamless, and embedded in teaching and learning.

Measure of Academic Progress (MAP) Rationale: MAP is an online test administered by NWEA in the United States and taken by students in grades 3­10 in the fall and spring of each year. We have just completed the fall 2016 tests. The tests assess an understanding of a student's knowledge and skills against the American Common Core State Standards (CCSS) the academic standards we use in mathematics and reading. Executive Summary : The progress report generated by NWEA shows how a student performed against other students in that grade at ASW, and against students who took the mathematics and reading tests in the United States. The results show a student's growth over time and their projected growth based on the growth of other students who have taken the test. To show the complete story of student learning MAP scores are of greatest value when they are used alongside formative assessments. Formative assessment is ongoing and provides information to guide teaching and learning for improving student achievement. Formative assessments include both formal and informal methods for making learning visible, such as quizzes, strategic questioning, observations, draft work, thinking routines, student self assessment and goal setting, reflections, rehearsals, peer feedback, pre­assessments and concept checks. Next steps: Recertification of our network to see if it meets the requirements for administering the tests. Continue to strengthen and expand our toolkit of formative assessments to use alongside MAP to show evidence of student learning. Continue to strengthen our ability to “mine” the MAP data. Board Support/Action: Support ongoing efforts to collect quantitative and qualitative evidence of student learning. CIS­NEASC Re­Accreditation Rationale : In 2016­2017 we completed the preparatory work for the self­study. After the visit by a two member team from CIS and NEASC in November 2016 we were asked to provide a special report by July 1 to show the progress we were making on some matters to be addressed. The report was accepted and in August we received notification that we can start the self study. A further additional request was made to provide a brief written update by October 31 on the progress we have made on Special Issues C4a, D5, F2a, F2c, and G3c. Executive Summary: The self study is divided into sections according to the standards. The standards represent a level of quality or attainment we are expected to meet. Standard A: Guiding Statements Standard B: Teaching and Learning Standard C: Governance and Leadership Standard D: Faculty and Support Staff

Section E: Access to Learning Standard E: School Culture and Partnership for Learning Standard G: Operations Each section has a Self­Study committee that uses the information provided by focus groups. The process to be completed by the committee is as follows:

Preparation Step

Collect and analyze the evidence that has been provided by the focus groups and the results of the accreditation survey.

Step (i) Rate alignment with Indicators

Step (ii) Rate alignment with the Standard.

Step (iii) Write a short analytical summary of alignment, linking to evidence.

Step (iv) Write a short analytical summary of where alignment could be improved.

Step (v) Write a short analytical summary of where alignment could be improved.

What we will accomplish as a result of our efforts is external validation of the path we have chosen, acknowledgment of our strengths, data that will help us in other work (e.g. Strategic Planning, operational efficiency, systems management), and a plan for how we can continue to grow and mature as an organization. Next steps: Following the guidelines provided by CIS and NEASC a timeline has been created. This year we will complete sections A and B. The survey has been conducted and we are waiting for the results. The school profile and achievement data is currently being compiled. As the self­study progresses we will continue to work on the issues identified as being in “Progress” in the special report. Board Support/Action: An awareness of the board related action items requested by CIS­NEASC by October 30. Support for the operational aspects of the self­study. Support for strategic planning.

Board Report

September 26, 2016 Division/Department: Finance Committee Author: Chrissie Graeber

Action Items Item/s Policy Reference Recommendation Committee Terms of Reference The Finance Committee and Goals for 2016-2017 Policy 3.1 recommends full Board acceptance of its Terms of Reference (ToR’s) and goals

for 2016-2017. Revised budget review Article IV, Sec. 7 (a) Finance & Ops will review previously approved annual budget and discuss possible revisions for approval by Board.

Report The first Finance Committee (FC) meeting for the 2016-2017 school year took place on September 12th at 8:30am in the boardroom. Terms of Reference (ToR) The FC agreed on Terms of Reference (ToR) and goals for the 2016-2017 school year, and now submits these for approval by the Board. Budget and critical issues During the first meeting, the director of finance covered the basics of our working budget along with the critical issues for the upcoming school year. Topics of discussion included the need for a strategic plan, exploration of the benefits of a risk management plan, revision of the current school year budget, and a review of the finance reports requested from the director of finance. Strategic Plan An ad-hoc strategic planning committee has been formed. Risk Management The FC asked the director of finance to obtain an estimate for an external company to perform a risk management assessment. This will allow the board to explore the option of having an evaluation completed this school year. Revised budget review The FC will review the current school year budget. BoT finance reports The FC will work with the director of finance during the month of October to finalize the data the Board would like to receive in the form of a dashboard (data at a glance) along with specific supporting reports.

ASW BOARD Terms of Reference

Board Committee: Finance School Year: 2016­2017 Bylaw & Policy References: Bylaws Article IV, Section 5 Bylaws Article IV, Section 7(a) Policy 3.1­17 Purpose:

The Finance Committee shall be responsible for developing annual budget guidance for Board approval prior to budget development initiation for the ensuing school year. The Finance Committee is also responsible for reviewing annual budget execution, monitoring income and expenses throughout the year, ensuring that the question of risk management is properly managed, nominating for Board of Trustees approval an independent auditing firm to audit the School’s financial statement and accounts and other duties as deemed necessary. The committee delegates responsibility where appropriate to the Director for providing information and proposals associated with this purpose in a timely fashion in order to support the work of the Finance Committee and budget preparation timelines. Members: Chrissie Graeber, Chair Mariusz Banaszuk Raymond Yao Rob Batchelder Goals:

1. Meet the responsibilities of Bylaws Article IV, Section 5, Bylaws Article IV, Section 7(a), and Policy 3.1­17; specifically:

a. Review and approve the annual budget. b. Ensure an annual audit is performed. c. Ensure that a financial report for the current school year is prepared and presented to the

board for approval. 2. Acquire greater understanding of the financial status of the school. 3. Work with the finance director to identify criteria for creating a big picture dashboard for

financial data we can use to monitor our progress throughout the year. 4. Discuss full impact of possible VAT loss and make recommendations to the board which will

prepare the school for the impact of such loss. 5. Discuss the free tuition benefit and make recommendations to the board if appropriate 6. Review procedures implemented in key processes and controls, internal reviews of checks and

balances. 7. Prepare for impact related to ongoing government negotiations with regards to school status and

keep the board informed as to implications and/or proposals needing consideration. 8. Explore the development and monitoring of an enterprise­wide risk management system.

Path Forward: When What Notes

September 12, 8:30a

Understanding financial status Create goals and priorities

Finance meetings will always take place in the boardroom

October 12, 8:30a

Understanding financial status Identify criteria for dashboard Salary & Benefits, staffing proposals Revenue Projection

If possible, discuss free tuition benefit. This will affect salary & benefits packages for local hires.

November 7, 8:30a

Salary & Benefits Enrollment Projections Initial discussion ­ tuition & revenue Discuss free tuition benefit Financial report and Audit review

November 21, 8:30a

Review dashboard and board reports, adjust as necessary Discuss VAT loss Respond to audit issues

December 14, 6:00p

Review procedures and controls, internal checks and balances Review initial capital budget Operational budget ­ first look Fees & Revenue Risk Management

February 13, 8:30a

Budget refinement Capital budget finalization Finalize fees and revenue

March 13, 8:30a

Government negotiation impact Annual budget ­ finalize proposed budget to board Support Staff Salary & Benefits

April 10, 8:30a Annual budget ­ post­adoption discussion ­ if needed

May 15, 8:30a Discuss audit 2016­2017 ­ proposal to board

June 12, 6:00p

End of year review

Board Meetings: September 26 November 14 December 12 January 30 March 6 April 3 May 22 June 19

Board Report

September 26, 2016

Division/Department: Governance Committee Author: Simeon Netchev

Action Items Item/s Policy Reference Recommendation Committee Terms of Reference Policy 1.6 The Governance Committee and Goals for 2016-2017 recommends full Board acceptance of its Terms of Reference (ToR’s) and goals

for 2016-2017.

Report The first Governance Committee (GC) meeting for the 2016-2017 school year took place on September 13 at 8:30am in the Boardroom. Terms of Reference (ToR) The GC agreed on Terms of Reference (ToR) and goals for the 2016-2017 school year, and now submits these for approval by the Board. Goals and priorities Director evaluation and BoT self-evaluation tools: At its October meeting, the committee will review, as per Director’s recommendation, evaluation tools designed and used by CMA. The committee will work with the full Board to set up goals for the Director that will have tangible, measurable outcomes and defined deliverables. During its October meeting the GC will also review electronic self-evaluation survey ( to be performed after BoT 26.09.2016 meeting ) results. Restructuring and review of Bylaws and Policy: this goal will mandate the Director to streamline the two documents and reorganize them thus setting up background for a reflective analysis of the content with help from an external consultant who could be invited later in the year to revise the bylaws and policies and add procedures complementing the policies. The GC will initiate policy review cycle setting the priorities of how to deal with it. Solicit and respond to requests for individual policy review and revision: Admissions policy, Financial Aid Policy, Health/Safety and Emergency Policy listed as those requiring constructive review and modification. Elections and appointments of new Trustees: The GC will propose that the BoT elections are moved to first week of April (from mid-May) thus allowing for pre-training of the newly elected Trustees and greater overlap between new and outgoing BoT. The earlier date would also allow for smoother and in-depth New Trustees appointment process.

ASW BOARD Terms of Reference

Board Committee: Governance School Year: 2016­2017 Bylaw & Policy References: Bylaws Article IV, Section 6 Bylaws Article IV, Section 7(b) Bylaws Article VIII, Section 5 Policy 1.6 Appendix 5 Purpose:

The Governance Committee shall be responsible for organizing elections and appointments to the Board of Trustees, inducting new Trustees, ensuring that the Board of Trustees assesses its own performance annually, maintaining the School’s Policy Manual and other duties as deemed necessary. The Board of Trustees conducts an appraisal of the Director’s performance twice a year (in December and May) in the form of a survey provided by the Governance Committee. Based on such an appraisal, the Chair of the Board of Trustees prepares a written evaluation which is then submitted to the Director and report thereof is presented and discussed in executive session at the January and June Board meetings, respectively. Members: Simeon Netchev, Chair (Board Secretary) Artur Banaszak Chrissie Graeber Raymond Yao Goals:

1. Restructuring of Bylaws and Policy into comprehensive updated Policy Manual. 2. Plan for potential larger review of Policy according to current standards and methods. 3. Initiate policy review cycle taking into account above restructuring. 4. Solicit and respond to requests for individual policy review and revision. 5. Evaluation of Director 6. Self­Evaluation of the Board 7. Trustee Development and election process

Path Forward: When What Notes

October 10, 2016 Restructure ­ first view Review for patterns and target areas Review Director Evaluation proposal(s)

Review board Self­Evaluation Review electronic self­evaluation survey results Brainstorm Trustee Development activities Review Ron Marino feedback

November 4, 2016 Review initial proposals for policy changes from administration Finalize Director Evaluation (for December mid­review)

November 28, 2016 Finalize Trustee development activities

January 18, 2017 Policy proposals Policy review cycle draft Follow­up with Ron Marino

February 10, 2017 Policy proposals Review cycle implementation Trustee Development Election planning

March 17, 2017 Policy Proposals Election process Board Self­Evaluation survey review ­ progress to date

April 12, 2017 Election finalization

April 24, 2017 Director Spring Evaluation

May 19, 2017 Director Evaluation Board Self­ Evaluation

May 31, 2017 Final evaluation compilations Board Meetings: September 26 November 14 December 12 January 30 March 6 April 3 May 22 June 19

Board Report

BOARD REPORT

September 26, 2016

Division/Department: HR Committee Author: Gael Reilly

Action Items Item/s Policy Reference Recommendation Committee Terms of Reference The HR Committee and Goals for 2016-2017 Policy 5.3 recommends full Board acceptance of its Terms of Reference (ToR’s) and goals

for 2016-2017.

Report The first Human Resources Committee (HR) meeting for the 2016-2017 school year took place on September 2 at 8:30am in the Board Room. Terms of Reference (ToR) The GC agreed on Terms of Reference (ToR) and goals for the 2016-2017 school year, and now submits these for approval by the Board. Critical Issues Salary and Benefit Review: At its October meeting, the committee will receive a background report on current HR data and prepare to meet jointly with the Finance Committee in November. The overriding goal will be to present a transparent, fair, and equitable compensation package for all staff. Status of Appraisals: The committee discussed the objectives that an effective appraisal system aspires to achieve. Updates will be provided as the academic year progresses.

ASW BOARD

Terms of Reference

Board Committee: Human Resources School Year: 2016-2017 Bylaw & Policy References: Bylaws Article IV, Section 7(c) Policy 5.3 Appendix 10 Purpose: The Human Resources Committee shall be responsible for recommending approval to the Board of Trustees all employee contract templates and elements regarding salary and benefits offered to ASW faculty and staff, ensuring the School’s long-term ability to remain competitive in terms of attracting human capital that will best serve the school community. The committee delegates responsibility where appropriate to the Director for providing information and proposals associated with this purpose in a timely fashion in order to support the work of the Finance Committee and budget preparation timelines. Members: Gael Reilly, Chair Massimo Merighi Peter Chudy Sonia Kandathil Goals: Goal 1 Propose 2017/2018 revised remuneration packages (to be approved in Nov 14th BoT session). Actions needed: understand current ASW situation/system salary system, understand the overall benefits package in relation to budgetary pressure, discuss possible decisions with Finance Committee Goal 2 Support the implementation of the accreditation process by reflecting on and reporting associated with administration work towards implementing the appraisal system Goal 3 Review of the report prepared by consultants and other potential areas of risk and/or opportunity to identify eventual areas where the committee can recommend board action in coordination with and as a part of overall strategic planning.

Path Forward:

When What Notes

September 8 Orientation - getting ready, ToR

October 5 HR Background Work for proposal Goal 1

October 20 HR Proposals Development Goal 1

November 3 Joint with Finance - final S&B Package

December 1 Report on Appraisal system and implementation Board approval of Appraisal system Initial dialog on prior consultants reports and other pertinent data

Goal 2 Goal 3

January 20 Support Staff S&B Goal 1

February 2 Support Staff S&B for budget Goal 1

March 23 Recruiting Report Goal 1

April 14 Review for strategic planning data associated with consulting reports and other information gathered throughout the year.

Goal 3

May 11 Initial Appraisal Aggregate Report Goal 2

June 9 Draft ToR for 2017-2018

Board Meetings: September 26 November 14 December 12 January 30 March 6 April 3 May 22 June 19

Board Report

September 26, 2016 Division/Department: Strategic Planning Committee Author: Artur Banaszak

Action Items Motion for Strategic Planning Committee to be given with mandate in relation to School strategic planning process and efforts as described in Term of Reference (Policy Reference: Bylaws, Article IV Section 8)

Report Meeting of the Committee Rationale: statutory activity, update On 13 Sep 2016 first official committee meeting was held, with all committee members present. Main topics were:

(1) Current status of strategy related documentation and process (2) Brainstorming session of members expectation toward StratPlan process and outcomes (3) Revision of Committee Terms of Reference (4) Committee structure (5) Committee yearly calendar

For details see Memo of the meeting. Next Steps: n/a Committee Support/Action: Recommendation to the Board to support proposed mandate for the Committee in relation to School strategic planning process and efforts as it is then included in the above Action Items list Depository of StratPlan documents Rationale: knowledge management initiative Relevant historical and existing documents related to School strategic planning outcomes and processes (within reasonable time horizon - last 2-3 years) are collected and made available to Committee and Board to be considered and reviewed. Next Steps: call to other Board members for contribution Board Support/Action: none, item is informative

ASW BOARD Terms of Reference

Board Committee: Ad Hoc – Strategic Plan School Year: 2016­2017 Bylaw & Policy References: Bylaws Article II, Section 4 Policy 3.1f Policy 3.3 Purpose: Plan and execute a stakeholder involved process to address the following:

1. Review, Update, and/or Affirm the school’s Core Values, Mission and Vision 2. Identify mission­ & vision­ driven strategic initiatives, outcomes or impacts that are relevant

and goal oriented in addressing the direction of the school toward the achievement of mission & vision, providing guarantee for sustainable operations

3. Define and align action plans and articulate methods for progress measurement and ultimate assessment of outcomes

4. Perform internal & external environment and stakeholders analysis as a background to strategic direction formulation

5. Coordinate this work with relevant accreditation recommendations and other program evaluation feedback (e.g. IB action plans, program audits, etc.)

Members: Artur Banaszak, Chair Sonia Kandathil John Gabrovic Massimo Merighi Goals:

1. Review prior adopted strategic planning documents 2. Map key, relevant & currently existing strategic initiatives ensuring their proper support,

financing and progress monitoring 3. Capitalize on and facilitate an accreditation environment and other current processes

to uncover and identify organizational Core Values (historically and/or through adaptive process)

4. Review and reaffirm (and/or refine) Mission & Vision based on Core Values 5. Design and execute road map steps to formulate initial strategies set 6. Ensure broad stakeholder buy­in in the development of a comprehensive Strategic

Plan.

Path Forward: When What Notes

Sept. 13, 5:30p Develop ToR

September 28 7:30a

Reflect on ToR feedback and amend based on BoT input

October 19 7:30a

Perform “stocktaking” and review of strategic planning related content and documents developed and adopted in recent years Collect before and review currently existing strategic initiatives to identify key and mostly relevant, ensuring their proper support, financing and execution

26.09 orientation meeting to provide an input

Additional report from School Superintendent

November 16 7:30a

Select StratPlan Consultancy approach to explore synergy with other consultants’ work to identify if any “on site” consultant available

December 7 7:30a

Mission, Vision and Core Values assessment for strategic clarity, applicability & relevance in current situation.

January 11 7:30a

Develop (update existing) strategic planning process road map and use it as guide for 2016/2017 academic year Strategic Planning Committee and Board of Trustees schedule & meeting plan

February 8 7:30a

Monitor and reflect on execution of StratPlan road map related initiatives a) overview of both internal & external environment, stakeholder expectation & impact mapping, School SWOT b) formulation of strategic path & alternatives c) definition of short / mid / long term goals and initiatives d) mapping financial & operational resource requirements e) developing StratPlan & initiatives metrics & ensuring alignment with performance evaluation principles and bonus system

Agile planning approach would divide execution of the Map into 2 major chunks: initial review & formulation process, followed with life­cycle / perpetual approach for particular strategies/initiative programs

March 8, 7:30a as above

April 19, 7:30a as above

May 10, 7:30a as above

June 7, 7:30a as above

tbd Communicate StratPlan widely and ensure stakeholders buy­in

Meeting date Board Path Forward - Agenda Items CommentsSeptember 26 Organization Chart Approval

Terms of Reference for all Committees

Opening of School Report

Appointment as Members/Directors of the Foundation and to theSupervisory Board of ASW Projekt (for the record)

November 14 Enrollment Projections for 2017-2018

Staffing Proposal for 2017-2018

Emergency Plan Annual Approval

HS IB & College Placement Report (Graduating Class of 2016)

ES/MS Fall Assessment2017-2018 Salary/benefits package for overseas hires to beapproved

This will require prior discussion w/Adminteam and Finance Committee

December 12 HR Report - Returning/Recruiting Update

School Calendar 2017-2018 & 2018-2019

Director Evaluation

January 30 Tuition Rate Decision - 2017-2018

First Draft Budget

Recruiting update

March 6 Final Budget

Board electionsApproval of main timeframe. Updates tofollow in April and May.

April 3

Final Recruiting Report

May 22 Divisional Reports of Academic Progress

June 19 Appraisal Report

Director Evaluation

Board Self-Evaluation