Annual Review 2012-2013

ANNUAL REVIEW

2012-2013

STUDENTS

TEACHERS

ENGAGEMENT BARCELONA

ALUMNI

STAFF

PARENTS 1

Character

BFIS Mission statement “Our purpose is to engage our diverse school community in the pursuit of educational excellence and success for all students”

CURRICULUM COMMUNITY 2

00 INDEX 01

Governance & Leadership A/ Letter from the president of the foundation Board

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B/ Letter from the Head of School

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Nurturing successful and engaged life-long learners

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A/ Outstanding educational program ∙∙ Key academic initiatives B/ Inspiring and dedicated teachers ∙∙ New faculty ∙∙ Faculty profile ∙∙ Professional development C/ Thriving beyond academics ∙∙ CAS ∙∙ BFIS Explainers program ∙∙ Caring and compassionate students ∙∙ Performing arts D/ Leveraging technology ∙∙ Technology and library resources

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Student Achievements A/ Striving towards excellence ∙∙ Graduating class of 2013 B/ BFIS AWARDS

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C/ Assessments results

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More international than ever A/ Steady growth

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B/ Citizens of the world C/ Inclusive and engaged community ∙∙ PTA activities

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Responding to feedback

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Financial Review

A/ School improvements

A/ The year in numbers ∙∙ Budget basics ∙∙ Operating budget ∙∙ Capital Fund budget ∙∙ Annual Fund budget

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Character Development All of our actions and decisions should be guided by clear ethical principles. Doing what is right requires honesty, integrity, and courage, and it is the school’s responsibility to support students in developing these essential traits.

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All students should have the opportunity, instruction, guidance, and support necessary to succeed in school and maximize their individual academic, social, and emotional potential.

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Governance & Leadership

Students must be active participants at the center of the learning process, in an environment that encourages them to pursue their dreams.

Maximize Individual Potential 5

GOvERNANCE & LEADERSHIP Letter from the President of the Foundation Board 2012-2013 Dianna O´Doherty

“Last year was a remarkably exciting and fulfilling one for BFIS as it saw significant progress in many projects and the fruition of others.”

Dear BFIS Community, I’m delighted to introduce this Annual Review, providing you with meaningful information on your school, highlighting last year’s achievements and, as always, celebrating our students.

Above all, the Board of Trustees is responsible for ensuring that we remain true to our mission and values. Together with Board Committees, it works on strategically oriented projects having positive, long-term impact on the school.

The 2012-2013 academic year was a remarkably exciting and fulfilling one for BFIS as it saw significant progress in many important projects and the fruition of others. Among these, the adoption of a new Strategic Plan has set us on an ambitious course for the future and provides a roadmap for the coming years, focused squarely on further improving and enriching the school’s educational program.

Facilities Of the many campus improvements made over the 2012-2013 fiscal year, the highlight was the acquisition of the neighboring auditorium. Thanks to diligent planning and budgeting, this great space was carefully renovated

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in summer 2013 to provide for multiple uses: a gathering and performance space, additional teaching and indoor physical education facilities, and larger, upgraded science labs. This project was accomplished thanks to the combined efforts of many members of our community, with very special thanks to our Annual Fund donors, and to Boris Mulder, Chair of our Facilities Committee, and Monica Chitnis, Director of Finance and Operations, for their outstanding work in bringing it to life.

Financial Planning One of the Foundation Board’s most important functions is providing sound financial planning and oversight to ensure the long-term sustainability of the school. Being an independent private school, BFIS depends almost exclusively on school fees to fund its program and operations, and the careful stewardship of resources is critical. With student applications at a historically high level last year, we succeeded in growing our student body to a near optimal size for our current campus, enrolling 605 students for the 2013-2014 academic year, with focused growth in Grades 6 to 12. This strong enrollment, including 137 new students, continues to support further program improvements and

Tanya C. Anderson Sol Gómez Dana Leff Niedzielska

Rod Larson Boris Mulder Gonzalo Rodés

Members of the Foundation Board 2012-2013

Brenda Ruotolo Susanna Soler Jessica Ziegler

enrichment, while allowing us to maintain a balanced operating budget and sound financial health.

educational Program Committed to providing our students with an outstanding international education, we allocated additional resources to our program, including more teaching and academic support positions, enhanced professional development opportunities for faculty and staff, improved assessment tools, increased curriculum differentiation, and a broader International Baccalaureate Diploma Program (IBDP). Introduced in September 2011, the IBDP has been a wonderful addition to our curriculum, well aligned with our mission and values. We are extremely proud of our first IBDP class who, as Bill Knauer reports, graduated in June 2013 with strong results and excellent college and university acceptances.

Having undergone significant growth and change over the last few years, BFIS is now far better adapted to the needs of 21st century education, with a strong organizational structure and a dynamic management team, led by Head of School, Bill Knauer. In retiring from the Foundation Board in September

2013, I leave the school’s governance in very good hands with Foundation Board President Dana Niedzielska, VicePresident Rod Larson, Treasurer Boris Mulder, and Secretary Sol Gómez.

It has been an honor for me to work with the very dedicated members of your Foundation Board and Committees, as well as the many members of our broader community who have contributed so much to BFIS. I want to thank you for your kind support and encouragement over the years. Together, we have built on the good work of those who came before us and have taken great strides in making our wonderful school a model for excellence in international education.

Warmly and with thanks,

Dianna O’Doherty Outgoing President Benjamin Franklin Foundation Board

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GOvERNANCE & LEADERSHIP Letter from the Head of School William J. Knauer

“Thanks to the students’ hard work and the dedication of the many teachers who prepared them along the way, the first year of IBDP results were impressive, with a pass rate and average score both significantly above the world average.”

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I feel very fortunate to be a member of this community. As I begin my second year at BFIS, I look back with great pleasure at the 2012–2013 school year and reflect on all that we have achieved together, accomplishments that you will find highlighted in the pages to follow.

Even in a difficult economic climate, interest in the school remained strong, and by September 2012 enrollment was at an all-time high.

This sustained interest in BFIS is a testament to fact that if you found a school based on essential core values, hire a talented and dedicated faculty and staff, fill it with students and families from around the world who believe in those core values, and provide a strong, balanced program, that school will grow to become a thriving community.

We began the year with a visit from the Middle States Association of Colleges and Schools (MSA), the US-based organization responsible for accreditation of schools around the world. The visiting team, comprised of educators from other international schools, was highly complimentary of the school and of our academic program, so it came as no surprise

that we were fully re-accredited by the MSA Commission.

BFIS passed another important milestone in May when the school’s first cohort of International Baccalaureate Diploma Program (IBDP) students took their exams after two years of demanding coursework in six different subject areas. Thanks to the students’ hard work and the dedication of the many teachers who prepared them along the way, the first year of IBDP results were impressive, with a pass rate and average score both significantly above the world average.

One of the Foundation Board’s primary tasks last year was to develop a Strategic Plan to shape our priorities for the years ahead and to articulate a clear mission that would inform our actions and decisions moving forward. Based on feedback from the community, the Strategic Planning Committee identified four areas of focus for the next five years.

meaningFul Program Our ultimate goal as a school is to foster the academic, social, and emotional development of our

“Engagement. Diversity. Community. Excellence. Success.

These are the hallmarks of a BFIS education. They reflect who we are as a school and who we aspire to be.� students and to help them to discover their talents and passions. To this end, we must constantly examine the content we teach and the skills we target to ensure that we challenge our students, give them opportunities to experience success in various ways, and prepare them for their futures beyond our walls.

attract and retain great teachers While the curriculum is the foundation of a strong educational program, teachers are the heart and soul of any school. We are very fortunate to have a talented, caring, dedicated faculty, and it must be a long-term priority to create an environment in which they, too, can grow and thrive.

technology The use of technology has become an essential dimension of any educational program. Computers, tablets, smart phones, and other devices are ubiquitous and allow constant access to information and instant communication. It becomes the responsibility of the school, therefore, not only to include technology in meaningful ways in the academic

program, but also to guide students toward becoming adroit, thoughtful, discerning, and safe citizens of a digital world.

Beyond academics While a strong academic program is certainly a crucial element of a successful school, a well-rounded educational experience includes opportunities for students to pursue a variety of interests. Visual and performing arts, sports, and other physical and creative endeavors, including those that leverage our dynamic city, allow students to find success and discover their passions outside of the academic classroom.

Furthermore, community service and school-organized trips enable students to interact with and learn from the wider community beyond the school.

Engagement. Diversity. Community.

Excellence. Success. These are the hallmarks of a BFIS education.

They reflect who we are as a school and who we aspire to be. You will find them reflected on each page of this Annual Review. And it is my sincere hope that every student will experience them each time he/she walks through our doors.

Enjoy!

William J. Knauer Head of School

Each of these realms described above connects directly to the new mission statement, which is at the core of all we do.

Our purpose is to engage our diverse school community in the pursuit of educational excellence and success for all students.

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02

Nurturing successful and engaged life-long learners

Joy and wonder are essential elements in the learning process which breed passion and creativity

Joy

NURTURING SUCCESSFUL AND ENGAGED LIFE-LONG LEARNERS Outstanding educational program Key academic initiatives elementary school initiatives During the past year, we made a significant effort to add several new components to our educational program and also to enhance our faculty professional learning community. Because the quality of work with students is so intertwined with the level of collaboration within the faculty, it makes sense that our efforts were focused on these two areas.

The first addition that we made to our educational program was the introduction of morning meetings. Although many schools choose to ease students into the school day by setting aside a few minutes before beginning academic instruction, we wanted to take this idea and do something that is both purposeful and meaningful. During Morning Meeting, teachers create a consistent routine that is centered on the importance of building a sense of community, engaging the students and ensuring that each child feels acknowledged and included. The teachers always write a message to students that is read by everyone in the class, and each child is greeted individually. Often, a Morning Meeting will include a short activity designed to allow students to engage with one another, further solidifying the relationships between classmates. Within weeks of its introduction at BFIS, Morning Meetings clearly became an irreplaceable part of our program, emphasizing daily the importance we place on community.

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Another area of focus this year was to help children reflect upon their learning, establish goals, and celebrate growth. Educational researchers have identified the importance of students’ developing a “growth mindset,” which is based on an understanding that achievement is directly related to perseverance and hard work as opposed to innate talent. In order to help children develop this mindset, teachers provide regular opportunities for students to reflect upon their work, think about what led to specific achievements, and identify what steps are necessary to improve. Additionally, we collect specific pieces of work in the fall and spring which provide points of direct comparison, allowing students to identify their own growth path. All of these efforts culminated in our first ever Elementary School Portfolio Day in the spring, designed to celebrate not only the achievements of the students, but also the importance of reflecting and recognizing the relationship between hard work and long-term growth.

Finally, our Elementary faculty have made a huge leap forward in their professional exchanges through the launch of our Instructional Rounds program. Based on the model used in the medical field, the purpose of these rounds is to provide opportunities for teachers to observe their colleagues in action in order to give feedback, self-reflect, and collectively define what outstanding instruction looks like in the classroom. Across the board, faculty

members feel that this exercise is one of the most beneficial professional experiences they engage in because it is highly practical, creates a platform for teachers to focus on a specific area of instruction, enables teachers to learn directly from one another, and helps establish stronger professional relationships within the faculty. Despite the fact that the level of work and coordination necessary to support these rounds has been quite high, every team has specifically requested to continue this practice in future years, and we have already taken the necessary steps to ensure that this high level of professional work is sustained into the future.

student-centered middle school Program At the beginning of the school year, BFIS Middle School faculty implemented initiatives to create a true identity for our students in Grades 6 to 8 to help them connect with the community and grow in character, and to provide them with ageand developmentally-appropriate core curricular and co-curricular programs.

These initiatives included: A. creating a middle School identity based on our central principles of community, character, and curriculum.

The three core tenets of Community, Character, and Curriculum guide all we do as a school. We discuss them regularly and help our students reflect on them and incorporate them into

the decisions they make each day. At our monthly assembly, for example, a student is nominated to represent each of the three core principles, and each recipient is awarded a certificate and a prize. We reference the core tenets when we set expectations, discipline students, and consider new elements of the program.

B. Building an advisory program Each morning, students arrive and are greeted by the same adult, who welcomes them to school and serves as an initial point of check-in.

The morning advisory period of 15 minutes includes daily attendance and announcements, and also provides a non-academic opening activity for the day. Once a week, students spend a full hour in advisories, where they alternate among community service, character education, and off-campus team-building activities.

C. Setting the tone for the year with Boot Camp As an international school, we experience a student and teacher turnover that is higher than average for local schools. With that reality in mind, we created Boot Camp, an orientation and community-building program which runs the first week of each school year. Boot Camp aims to: –– Build community and allow students and teachers to get to know each other through a variety of teambuilding activities –– Set expectations, explain the rules, and review the student handbook for all students to be prepared for a successful year ahead –– Run diagnostic testing in core subjects to determine appropriate student placement and provide teachers with useful baseline data for each student

–– Introduce a basic framework for technology expectations D. Establishing a Middle School House system Each MS student is placed in one of six houses. These houses compete throughout the year in non-curricular endeavors, including our monthly spirit days, community-enhancing activities, and other Student Council-led events.

E. Reviewing our core curriculum We introduced a new, standardsbased, conceptual math curriculum entitled “Connected Math Project” (CMP), based on collaboration between the math department and Dr. Monica Neagoy, who provided math professional development for our teachers throughout the year. The MS English team also revised its curriculum, the science department updated its offerings, and enhancements and on-going refinement took place in history, Spanish, and elective courses.

High School After years of planning and preparation, the International Baccalaureate Diploma Program (IBDP) at BFIS was launched in 2011 with a cohort of 28 students in Grade 11. In May 2013, after two years of coursework with specially trained teachers, those students completed the program by taking exams across a range of subjects, including English, Spanish, French, history, economics, biology, chemistry, physics, math, and visual arts. By any measure, their results were impressive, well exceeding world averages for pass rate and mean score.

and around the world. Furthermore, as a group they received offers of approximately half a million dollars in merit-based scholarships to support their studies in the years ahead.

Besides the impressive IB results, it is worth mentioning the great work of our high school students in the International Schools Mathematics Teachers Foundation (ISMTF) competitions across Europe, with teams participating across all three divisions. Our high school team of James Jang, Lucía Serra, and Michael Vassilev, coached by Ms. Ana María Dianderas, attended the senior competition in Warsaw. Grade 12 student James Jang placed 10th in the individual math competition out of a total of 186 students, and the team finished 11th overall out of the 62 teams that competed!

Thanks to the generous support of our Annual Fund donors, the school was able to bring internationally recognized math specialist and coach Dr. Monica Neagoy to BFIS for 20 weeks last year as part of an ongoing process of reviewing and improving math instruction across the school.

Focusing on an inquiry-based approach to math instruction, teachers worked and continue to strive to ensure that their students are developing the skills and knowledge they need to succeed at BFIS and beyond. This process has led us to alter approaches to classroom instruction and to pilot new math resources in the Middle and High Schools.

Therefore, as might be expected, the graduates of the class of 2013 were accepted into some of the top colleges and universities in the US, UK, Spain,

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NURTURING SUCCESSFUL AND ENGAGED LIFE-LONG LEARNERS Inspiring and dedicated teachers New faculty

Wendy Audie, Pre-K Associate Teacher Jessica Buescher, Grade 2 Associate Teacher K’lynn Coleman, Middle School English

Natala Garcia, Middle & High School Spanish Wendy Ginsburg, Middle School Science and Math Rachel Grove, Elementary Music

Hugh Jackson, Middle & High School Math Karina Jackson, Middle School French Anita Kleijn, After-school Program Coordinator

Ana Pérez, Elementary Spanish and Catalan Studies Rachel Lefton, Elementary Counselor Susanna Pierce, IB Econocmics

Kathi Preston, Middle School English Julie Rainer, Grade 4 Associate Teacher Kathryn Shepherd, Nursery Associate Teacher

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NURTURING SUCCESSFUL AND ENGAGED LIFE-LONG LEARNERS Inspiring and dedicated teachers Faculty profile

BACKGROUNDS FACULTY MEMBERS

96

46 uS (48%) 26 SpAniSh (27%) 24 internAtionAl (25%)

81 Full time (84%)

15 pArt time (16%)

51 mASterS degreeS (53%) AverAge teAching experience: 9 yeArS

NATIvE LANGUAGE 45 uS (47%) 60 engliSh (63%)

13 uk (14%)

32 SpAniSh (33%)

2 cAnAdA (2%)

4 other (4%)

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NURTURING SUCCESSFUL AND ENGAGED LIFE-LONG LEARNERS Inspiring and dedicated teachers Professional development One of the essential qualities within the BFIS faculty is a commitment to ongoing growth and reflection. Like any sophisticated craft, teaching is a practice that is honed through countless hours of effort and guidance.

For all teachers, including the best in the field, there are always areas to build upon or further refine in preparation for the next teachable moment.

In order to support teachers in their growth, we make a concerted effort each year to provide outstanding professional development opportunities for our faculty. With nearly a hundred teachers at BFIS, all of whom have unique areas of expertise, our professional development approach includes a combination of on-site sessions and outside workshops. This structure allows us to be consistent in our school-wide practices through workshops given at BFIS and simultaneously provide teachers the chance to pursue more individualized areas of growth by accessing

different professional networks and opportunities in their field.

This year we invited Dr. Monica Neagoy, Dr. Erma Anderson, and Dr. Joyce Pickering to work with our faculty to support best practices in the areas of mathematics and learning support.

These outstanding professionals helped to enhance our teaching practices and identify and reflect upon areas for continued improvement.

Furthermore, our teachers had the opportunity to attend specific professional development workshops related to IB training, literacy development, inquiry-based methods of instruction, and conceptuallybased mathematics instruction. By participating in professional development opportunities around the world, we ensure that our faculty members are both knowledgeable about and well positioned to implement the instructional strategies that research indicates are best for learners.

In the Elementary School, efforts have been made to identify professional development opportunities that strategically align with our program and also help us develop teacher leadership from within the organization.

In the area of reading and writing, two of our Literacy Program Leaders are members of a select group of educators from across Europe who are receiving training as literacy coaches. Similarly, the two Math Program Leaders in the Elementary School have been attending an institute for teachers in the Mediterranean region to become certified math specialists. The goal is to continue cultivating teacher leaders within the faculty who are able to effectively support colleagues while understanding the unique nature of the BFIS community. Furthermore, this approach helps us create a sustainable, long-term model for subject-area leadership within the program.

In 2013-2014, BFIS will continue to place a high value on the importance of professional development for the faculty. Five different educational consultants, including Dr. Monica Neagoy, will work with our teachers to further build their instructional repertoire. Additionally, we have set aside two professional development days during the year for the specific purpose of enabling teachers to engage in high-level, collaborative work directly related to sustainable program improvement.

Collectively, we feel confident that the quality of our faculty distinguishes us from other schools in Barcelona and beyond. Therefore, our intention is for professional development to remain one of the key hallmarks of BFIS. A strategic commitment to faculty development is an essential part of turning this aim into reality.

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Nurturing successful and engaged life-long learners Thriving beyond academics CAS

The CAS Program lies at the heart of both the IB Diploma philosophy and the IB Learner Profile, and the three words included in the program’s name– Creativity, Action, Service– capture the essence of what the program is about.

Creativity. This aspect covers a wide range of arts and activities outside the main curriculum. It can involve dance, theater, cooking, debate clubs, music, creative writing, and photography, among others.

Action. This segment includes participation in expeditions, sports, and other physical activities outside the normal curriculum. It also includes the physical activity involved in carrying out creative or service projects.

Service. This objective involves community interaction and the building

of links with local individuals or groups that are not associated with the school.

Service activities must involve not only doing things for others but with others.

The goal of CAS is education that reaches beyond the confines of the classroom and is based on the belief that real-life, experiential learning leads students on a path of selfdiscovery and purposeful action. It aims to develop students who are reflective, embrace new challenges, and are aware of themselves as members of communities with responsibilities towards each other and the environment. Universities and employers look for students who, in addition to achieving good academic results, demonstrate a broad range of skills and experiences such as those developed through the CAS program.

IB Diploma students participate in one or more CAS activities throughout Grades 11 and 12 and are expected to complete approximately 150 CAS hours by the time they graduate, through a balance of creativity, action, and service activities.

2012-2013 Program The academic year saw our students actively engaged in a variety of rewarding local and international projects. A group of over twenty students raised money for the charity Habitat for Humanity and travelled to Ghana in order to help the families

in a remote village build homes for themselves. BFIS pupils also helped the local community by participating in the Barcelona Christmas Food Drive, collecting food items most needed by impoverished families living in the Raval. A number of students also chose to lend a helping hand in the Sarria soup kitchen, while others volunteered in a home for the elderly in L’ Eixample. Others took part in the Best Buddies Program, through which they befriended students their own age who live with mental and physical disabilities. On campus, CAS students peer-tutored younger pupils; they also helped to make our campus more environmentally friendly by getting involved in the recycling program. In order to complete the creativity element of the CAS program, students took part in the school theater production, the BISA talent show, Model United Nations conference, and the Explainers Program at CosmoCaixa. They also participated in art, design, fashion, and photography courses during their free time. Some IB learners chose to do sports outside of school as part of the action component of CAS, and the Race for Hunger, organized through the school, provided an additional opportunity for students to engage in a sporting activity while raising money for charity. The trip to the Pyrenees at the beginning of the school year offered the students the valuable opportunity to get to know each other better by participating in different team-building exercises and outdoor, orienteering excursions; it was also an opportunity to fulfill the action requirement of CAS. As the IB Program grows at BFIS, it is our hope that the various CAS projects become an integral and cherished part of the diploma program and continue to provide rewarding experiences that enrich the lives of our students.

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NURTURING SUCCESSFUL AND ENGAGED LIFE-LONG LEARNERS Thriving beyond academics

BFIS Explainers program in partnership with CosmoCaixa In January 2013, nine science students were selected from Grades 10, 11, and 12 to participate in a unique internship at the Cosmocaixa Science Museum in Barcelona. The program is a local pilot of the premier youth program known as the Explainers at the San Francisco Exploratorium designed by its founder, Frank Oppenheimer, and extended to a wide number of science museums in the United States and other European countries. This is the first time an Explainers program has taken place in the city of Barcelona.

Photo taken by Jordi Nieva for Fundación “La Caixa.”

From left to right: Lucas Cayetano, Gabriel Antoni and Sofia Scattarreggia.

“Being a part of the Explainers Program at the CosmoCaixa Science Museum was an enlightening experience. It allowed me to develop not only my scientific knowledge, but fostered my curiosity and improved upon my communication skills. It is an amazing opportunity for personal growth and development. Being part of the Explainers team was one of the most memorable experiences of my High School career. ” Sofia Scattarreggia, BFIS student

“One of the biggest reasons that I would suggest this program is the fact that you are able to experience a working life. You will know what it feels like to commit to a job, and adjust to it. This experience has impacted my science learning at school because it was more interactive. I was able to experience all the theories and lessons learned in class.”

Gabriel Antoni, BFIS student

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The program engages outgoing High School students as Explainers on the museum floor, exploring and elaborating science concepts from the permanent exhibits to museum visitors. Explainers help the public to explore and interact with the exhibits, urging observations, asking questions, challenging existing explanations, and jointly promoting self-discovery.

This learning methodology, which is becoming increasingly relevant in science education, is called inquirybased learning, and all students participating in this program, as well as adult volunteers who monitor their performance in the museum, receive specific training on how to implement it. Inquiry-based learning is an iterative process characterized by questions formulated through the interaction with an object/concept.

Explanations to these questions are assessed and validated, leading to more questions. The method aims at developing the scientific method

of actively trying to find answers to questions and problems while critically assessing existing explanations.

The selected BFIS students participated in this pilot over 15 weekends (4 hours per weekend).This initiative was developed between CosmoCaixa and BFIS with the support of the Exploratorium Science Museum of San Francisco and MindConex, who helped in establishing the foundations for collaboration, developing the training plans, and providing the materials that students used for their interactions with the public.

educational value A. Experiential learning and teaching methods are fundamental to the experience of being an Explainer.

Throughout the pilot, participants explored basic science concepts as demonstrated by key museum exhibits using their own questions, observations, and props in addition to the questions received from museum visitors.

B. Participation in the Explainers program allowed students and teachers to visibly measure and demonstrate the impact of inquiry-based learning on the understanding of science concepts outside the classroom.

C. The students not only improved the quantity and depth of their scientific knowledge but also developed these traits: self-confidence, responsibility, critical thinking, social relationship skills, and public speaking.

NURTURING SUCCESSFUL AND ENGAGED LIFE-LONG LEARNERS Thriving beyond academics

Caring and compassionate students

“Love and compassion are necessities, not luxuries. Without them, humanity cannot survive.”

Dalai Lama

At BFIS, we have a natural desire to contribute to society, teaching children how to balance their own needs with the needs of those around them. We believe this will help them maintain healthy, well-rounded, and compassionate lives.

Compassion education is embedded in students’ everyday life at BFIS. Educators develop compassion in our students by intentionally selecting character-based lessons and activities that teach them to recognize and express appreciation for others, put others’ needs before their own, listen and provide sympathy, show kindness without expecting rewards, share, and recognize and help those less fortunate than themselves.

Upper school students are also encouraged to get involved in providing service to others through the Community Service program in Middle

and High School and the CAS program as part of the IBDP curriculum. Both programs offer students the opportunity to serve others, whether in retirement homes, organizations for special needs students, animal shelters, soup kitchens, or farther afield in developing countries, building houses for the underpriveleged through the Habitat for Humanity organization.

Compassion education is also infused into the broader BFIS community through a number of different activities which aim to help those in need. Some of these include: A. Food drive: BFIS assembles food baskets to deliver to the Raval and Sarria soup kitchens before the Winter Break.

B. race Against hunger: As participants in this internationally recognized charity run to fight malnutrition, students look for sponsors to donate money per kilometer. All the money raised is donated to a project whose objective is to stop hunger in Bangladesh and the Philippines.

C. Jump rope for heart: This is a community service learning program of the American Heart Association.

It instills in Elementary students the importance of developing hearthealthy habits, demonstrates that being physically active can be fun, and teaches them that by raising funds to support research and education, they can help save lives.

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NURTURING SUCCESSFUL AND ENGAGED LIFE-LONG LEARNERS Thriving beyond academics Performing arts

Without a doubt, the arts and performing arts play an important role in every child’s education. Visual arts, drama, music, singing, and dance help children develop confidence, motivation, concentration, self-esteem, creativity, and improved communication skills in a safe and positive environment.

Fascinatingly, students who participate in the arts often improve their achievement in other realms of learning as well. In a well-documented national study in the US using a federal database of over 25,000 middle and high school students, researchers from the University of California at Los Angeles (UCLA) found that students with high arts involvement performed better on standardized achievement tests than their peers not involved in the arts.

During the 2012-2013 academic year, music and visual arts were included for the first time within the early childhood program, with the aim of developing each child’s confidence and creative skills

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through supportive and fun activities.

Additionally, BFIS initiated the Performing Arts program to bring music, theater, dance, and song to our Afterschool Activities Program. ES students participated in theater club, choir, and dance club, and benefitted from music lessons in individual instruments including cello, flute, violin, saxopone, drums, stand up bass, guitar, trumpet, trombone, and piano.

Our performances throughout the year The Gift, One Act Festival, Ted’s Journey, the MS/HS musical, and the winter and spring recitals - allowed our students to showcase their talents in front of their peers and parents.

The One Act Festival premiered last year as a collaborative effort between the Theater and Language Arts departments.

The four works presented were completely student produced: students wrote the adaptations, built the sets, and designed the marketing. Audiences enjoyed “Cinderella” by the Grimm

brothers, “The Monkey’s Paw” by W. W. Jacobs, “Good Used Cars,” from The Grapes of Wrath by John Steinbeck, and “The Gift of the Magi” by O. Henry.

The spring musical, Little Shop of Horrors, was also entirely student produced. With Ben Torbush as director and Ed Aldcroft as musical director and pianist, almost 40 students were involved in the production, including live musicians, actors, stage crew, lighting and sound technicians, and others.

Numerous members of the extended BFIS community including staff, PTA, parents, and others helped with everything from snacks to translations to choreography.

While our students take center stage, the hard work and dedication of the experienced and talented drama and performing arts instructors cannot be overstated. We are lucky to have a team of teachers so commited to bringing out the very best in each and every student.

“Arts education aids students in skills needed in the workplace: flexibility, the ability to solve problems and communicate, the ability to learn new skills, to be creative, innovative, and to strive for excellence.�

Joseph M. Calahan, Director of Corporate Communications, Xerox Corporation

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NURTURING SUCCESSFUL AND ENGAGED LIFE-LONG LEARNERS Leveraging technology

Library and technology resources

LIBRARY 100 Audiobooks

14,000

+

6 e-readers 3 database Subscriptions 15 print magazines

did you know thAt BFiS StudentS check out And return An AverAge oF 2,000 BookS per month?

TECHNOLOGY

307 22

123 pcs

34 ipads

57 imacs

35 printers

13 laptops

+

60 projectors

97 macBooks

8 photo cameras

17 netBooks

10 video cameras

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Student Achievements Effort is more important than talent and should be cultivated in all aspects of school life. Success is earned through hard work and commitment

Hard work and perseverance 23

Student Achievements Striving towards excellence Graduating Class of 2013 As if in tribute to the wondrous possibilities that lie ahead for the BFIS class of 2013, the overcast sky that consistently threatened rain and kept graduation ceremony plans in limbo throughout the day, majestically opened and allowed the sun to shine on our graduates, as their families and friends began arriving on campus.

Head of School, William J. Knauer, and Foundation Board President, Dianna O’Doherty, opened the evening’s program with powerful messages and inspiring words for the 28 students who would be moving on to universities and new experiences around the world. Dr. Enric Banda, Director of Science, Research, and Environment at La Caixa Foundation, our keynote speaker for the evening, delivered a compelling call to research, strongly encouraging graduates to consider entering fields related to science because the problem-solving and analytical skills acquired would serve them well in any future professional endeavor.

The faculty and staff of BFIS are extremely proud of the class of 2013, many of whom received offers of acceptance from several prestigious colleges and universities in the US, UK, Spain, and other countries in both hemispheres. In fact, of the American universities listed on the next page, 34% are among Forbes’ America’s Top Colleges, while 38% of the UK universities listed are members of the prestigious Russell Group that includes some of the country’s oldest and most well-known universities with a reputation for academic and research excellence.

In addition, the graduates accepted by US universities received over $500,000 in meritbased scholarships - a 75% increase over the dollar value of scholarships offered in 2012.

24

UNIvERSITY ACCEPTANCES LIST

NORTH AMERICA

Istituto Marangoni, London

Boston University, Massachusetts

Lancaster University, Lancaster

Brandeis University, Massachusetts

Northumbria University, Newcastle

California State University, California

Oxford Brookes University, Oxford

Colorado State University, Colorado

Queen Mary, University of London, London

Columbia University, New York

Swansea University, Swansea

Drew University, New Jersey

The University of Birmingham, Birmingham

Eugene Lang College, New York

The University of Bradford, Bradford

Flagler College, Florida

The University of Essex, Essex

Fordham University, New York

The University of Kent, Kent

Johns Hopkins University, Maryland

The University of Liverpool, Liverpool

Lafayette College, Pennsylvania

The University of Newcastle, Newcastle

Loyola University, Chicago

The University of Salford, Salford

Manhattanville College, New York

The University of Sheffield, Sheffield

McGill University, Montreal, Canada

The University of Southampton, Southampton

Miami University, Florida

The University of Warwick, Coventry

New York University, New York

University of Brighton, Brighton

Northeastern University, Massachusetts

University of Exeter, Devon

Parsons School of Design, New York

University of Glasgow, Glasgow

Pratt Institute, New York

University of Sussex, East Sussex

Suffolk University, Massachusetts

University of the Arts London, London

Tufts University, Pennsylvania

University of Westminster, London

Tulane University, Louisiana University of Colorado (Boulder), Colorado

SPAIN

University of Maryland, Maryland University of Massachusetts (Amherst), Massachusetts

Barcelona College of Chiropractic IQS-Instituto QuĂ­mico de SarriĂ , Barcelona

Ursinus College, Pennsylvania

Universidad Ramon Llull-La Salle, Barcelona

Vassar College, New York

Universidad Ramon Llull- Blanquerna, Barcelona

Wellesley College, Massachusetts

Universidad Ramon Llull- ESADE, Barcelona

Wesleyan University, Connecticut

Universidad Internacional de Catalunya, Barcelona

Wofford College, South Carolina

Universidad de Barcelona, Barcelona

UNITED KINGDOM

OTHER

Birbeck, University of London, London

Glion Institute of Higher Education, Switzerland

Cardiff University, Cardiff

University of Groningen, Netherlands

City University, London

KAIST-Korea Advanced Institute of Science and Technology, South Korea

Heriot-Watt University, Edinburgh

25

STUDENT ACHIEvEMENTS BFIS Awards

HIGH SCHOOL AWARDS amBassador’s award

MIDDLE SCHOOL AWARDS international sPirit award This student exemplifies many of the characteristics that embody the international spirit of BFIS: cooperative, tolerant, curious, open, diplomatic, respectful, and multi-cultural. This student also shows an understanding of and respect for these universally accepted traits, combined with sensitivity for other cultures and a healthy pride in his/her own culture.

Awarded to Miriam Levit

Personal growth award This award is presented to the student who has shown clear growth and improvement, not only intellectually but also personally and socially, in a number of areas during his/her MS tenure, demonstrating that he/she is ready to successfully take on the challenges of the upper grades.

Awarded to Kristin Tweedie

citizenshiP award The student receiving this award embodies the core values of BFIS and will leave the Middle School living out the profile of a BFIS model student. He/ she will have shown him/herself to be a hard worker, an idea generator, and a cooperative team-player, and will have performed acts of service, along with possessing civic responsibility and strength of character.

Awarded to Dan Noah Vivas

leadershiP in learning award This award is given to the student who is an outstanding classroom learner and positive contributor throughout his/her MS tenure. Additionally, he/she will have a record of being a team player and a helper of others, and will have consistently served as a role model for his/her peers, as well as aspiring younger students.

Awarded to Berta Puignou

ms Benjamin Franklin award The MS Benjamin Franklin award is the highest MS academic honor and is awarded to the student with the highest GPA who has made the most outstanding academic contribution.

Awarded to Francesco Ongari and Emma Worple

This award is given to a graduating High School Senior who has exemplified exceptional leadership qualities.

Awarded to Ananya Ghemawat

President’s award For academic achievement The student receiving this award shows outstanding educational growth, improvement, commitment, or intellectual development in his/her academic subjects.

Awarded to Yasmin Raslan and Alex Torras

President’s award For academic excellence This award is presented to students with a grade point average of at least 3.5 on a 4.0 scale throughout high school and who score in the 85th percentile or higher in math or reading on a standardized test or in college admissions examinations.

Awarded to Andrea Boza, Ananya Ghemawat, Adriana Guardans-Godó, Jughwan Jang, Mika Oba, Patricia Paricio, Maike Perelló, Laila Vivas

the BFis Personal growth award This award is presented to the student demonstrating significant growth personally, socially, and/or intellectually, and who serves as a positive role model for other students.

Awarded to Serena Dania and Andrea Ruotolo

26

the BFis anne jonsson award Formerly the Inspirational Award (86-89).

This award is given to the student who generates ideas and inspires fellow students, cooperates with the faculty and staff, and cheerfully enlists the aid of all to work together in harmony.

Awarded to Andrea Boza and Patricia Paricio

the BFis academic achievement award This student consistenly displays high academic achievement year over year.

Awarded to Adriana Guardans-God贸

the BFis Benjamin Franklin award This student shows consistently high scholarship and intellectual curiosity, and contributies in a way that enriches each course beyond the structure of the curriculum.

Awarded to Jughwan Jang

SCIENCE AWARDS modeling category middle School winners Marina Antoni and Matthilder Arnadottir for their model of offshore windmills. high School winner Silke Mulder for her model of transtibial sports prosthetic.

exPeriment category middle School winner Carson Hugill for his experimients on factors that affect a parachute. high School winners Tatu Viitanen and Dean Lederman for their experiment on crowdsourcing.

citizenshiP award This student participates in school and/ or community service; shows a positive attitude toward classmates, school, and community; displays an understanding and appreciation of civic responsibilities; possesses strength of character and the courage to do what is right; and promotes citizenship within the school or community through other activities.

Awarded to Mirella Schnaidman

engineering category middle School winners Andrea Rumbos and Ezra Mac Conuladh for their hover board engineering project. high School winner Gianmarco Scattarreggia for his water clock engineering project.

27

STUDENT ACHIEvEMENTS

SAT RESULTS

Assessment results

IB DIPLOMA AvERAGE POINTS

YEAR

CRITICAL READING

MATH

WRITING

TOTAL

2011

550

576

574

1700

2012

584

582

570

1736

2013

613

670

633

1916

INTERNATIONAL SCHOOLS ASSESSMENT SUMMARY (ISA)

BFiS

world wide

Grades 3-5

All ISA

Writing B

Writing A

Reading

Math

Writing B

Writing A

Reading

Grades 6-8

BFIS

IB DIPLOMA PASS RATE

Math

Writing B

Writing A

600 500 400 300 200 100 0

Reading

29.81

Math

33.48

Grades 9-10

Like Schools

2013 PLAN (Pre-ACT) RESULTS

92%

20

78.54%

15 10 5 0

BFiS

28

world wide

G10 G11

G10 G11

G10 G11

G10 G11

G10 G11

English

Math

Reading

Science

Composite

BFIS Average - Grade 10 BFIS Average - Grade 11

US Average - Grade 10 US Average - Grade 11

04

More international than ever

Responsibility for excellence in education is shared by all members of the school community.

Success is achieved through teamwork and collaboration

Shared Responsibility 29

MORE INTERNATIONAL THAN EvER Steady growth Thanks in large part to the implementation of the three-section Middle School (MS) and introduction of the IB program in 2011, upper grade enrollment has grown, fueling an increase in overall enrollment and Operating revenues. Meanwhile, Elementary School enrollment, including Early Childhood, has remained relatively stable.

587

totAl enrollment uS: 138 (24%) Spanish: 206 (35%) other nationalities: 243 (41%)

Applications: 264 new students: 132

There are a number of benefits associated with these important academic initiatives in the upper grade levels. For one thing, by splitting our MS into three sections per grade, we are able to maintain class sizes in the range of 15-18 students so teachers can focus more fully on individual students’ needs. Secondly, the increased enrollment permitted by this structure creates a natural flow of well-prepared students into our IB program. Finally, stronger enrollment within the MS and HS provides the critical mass needed for dynamic class discussions and collaborative, groupbased project work - essential elements to successful learning in these upper grades.

30

291

296

ENROLLMENT GROWTH 11%

483

2009-10

5%

3%

541

568

587

2010-11

2011-12

2012-13

STUDENT BODY GROWTH

587

early childhood: 93

-7

elementary: 203

+3

middle School: 142

+19

high School: 149

+4

MORE INTERNATIONAL THAN EvER Citizens of the world Each year, BFIS welcomes students from around the world to join our diverse and expanding international community. During the 2012-2013 academic year, our community represented 45 different nationalities, an increase of about 13% over the prior year. In addition, nearly all of the world’s major languages are now represented at BFIS, each making a unique contribution to our multicultural learning community, both in the classroom and on the patio.

BFIS is a truly international school that explores and celebrates cultural differences. Our staff also come from many different countries and bring a rich diversity of knowledge and experiences to the classroom, helping our students to appreciate and understand differences, as well as develop an open-minded perspective to create a more tolerant and respectful society.

31

MORE INTERNATIONAL THAN EvER Inclusive and engaged community PTA activities

The Parent Teacher Association, or PTA, works with parents, faculty, and the school’s administration to support the BFIS mission by promoting a culture of collaboration among our families.

During the 2012-2013 academic year, the PTA focused on three main areas: A. Community building through social events B. Strengthening communication within the school C. Increasing financial support to student groups The PTA continued to successfully welcome new members of the community by supporting the New Families BBQ at the end of August, organizing the Welcome Coffee in September, and hosting the threeday orientation workshop, “Making Barcelona Home,” including an International Grocery Stores Tour in October that helped new families discover where to buy hard-to-find ingredients.

The PTA also organized many acclaimed community-building events such as the beloved Halloween Party, Frosty Friday, Pancake Day, and the trademark International Food Fair.

PTA officers (from left to right): Seated: Ed de Wolf, Anouschka Orueta, Marjolijn Mac Conuladh. Standing: John Suggit, Marta Ascaso, Sarah Szücs.

32

Furthermore, the PTA underwrote the cost (either partially or in full) of Jump Rope for Heart, ES Sports Day, St. Jordi, ES Art Show, and the Alumni BBQ, and they also provided refreshments during meetings that included parent involvement.

The PTA’s most significant financial contributions to BFIS teachers and students during the year were as follows:

• Purchasing wireless microphones for the drama department • Printing of the bookmark competition winners • Sponsoring two new initiatives in the Middle School: » The 3 Cs Awards, including the bulletin, the monthly gift certificates for winners, as well as the end-of-year lunch with all the award recipients. » The lunch-time soccer tournament • Sponsoring the barbeque following the MS/HS Race Against Hunger • Sponsoring the printing of the MS/HS Writing Books • Organizing Teacher Appreciation Day and presenting all members of staff with a gift on behalf of parents.

In terms of the relationship between the school administration and parents, the Room Parent Network has become an established part of the communication flow in the school. The monthly meetings with school administrators continue to enable room parents to build a proactive relationship and address issues directly, quickly, and effectively.

The open and collaborative relationship between the PTA and the school’s administration serves our community well, and helps the school to reach a new level of excellence based on a trusting environment that promotes growth and innovation among the school faculty and staff.

05 Responding to feedback

Students should cultivate the habits of mind to be curious, independent learners who pursue their passions and understand the beauty and power of knowledge

Life-long Learning 33

EARLY CHILDHOOD

RESPONDING TO FEEDBACK

ELEMENTARY SCHOOL

School improvements

ACADEMICS

FACILITIES

– New curriculum

– Two new science labs

– Developmental benchmarking

– 350-person multi-purpose auditorium

– Math workshops

– Early Childhood lunchroom

– Instructional Rounds – Portfolio Day

– New Elementary School faculty meeting room

– Improved teacher leadership structure

– New MS/HS faculty work room

– Enhanced Writer’s Workshop

– New fiber optic cable connection for improved internet access in MS/HS building

Our Campus Improvement Project (CIP), initiated in 2011, has enhanced both the quantity and quality of teaching and learning spaces.

ACCROSS ALL SECTIONS

HIGH SCHOOL

MIDDLE SCHOOL

– 3C monthly awards

– Upgraded security systems

– Advisory program – Bootcamp – More frequent divisionwide assemblies

OTHER

– New Explainers science program – Increased college fair opportunites locally

– More varied and affordable after-school activities

– A new comprehensive math curriculum

– Streamlined admissions process – More interactive and user-friendly website

+28% +10%

+16%

20% Usage main campus

4,754 sq.m.

mS/hS campus

4,037 sq.m.

SEPTEMBER 2011 8,791 sq.m.

34

main campus

mS/hS campus

4,754 sq.m.

4,683 sq.m.

SEPTEMBER 2012 9,672 sq.m.

Fuster Building

235 sq.m.

20% Usage main campus

mS/hS campus

Fuster Building

4,754 sq.m. 4,683 + 1,565 sq.m. 235 sq.m. new auditorium and science labs

SEPTEMBER 2013 11,237 sq.m.

New Auditorium

Science Labs

Early Childhood Lunchroom

36

06 Financial Review

Students develop compassion, empathy, and insight in an inclusive, culturally diverse community that requires them to consider various perspectives and adapt to different ways of being

Culturally Diverse Community 37

FINANCIAL REvIEW The year in numbers Budget basics

Our Foundation has three distinct budgets, each with its own purpose. All three are reflected in the annual audited financials of the Fundación Privada

Benjamin Franklin.

The Operating budget funds our school’s daily operations through the specific expenses detailed in the following

pages. Its income sources are tuition, matriculation fees, and other school fees.

Our Capital Fund budget, based on the one-time capital fee paid by newly enrolled students only, helps us meet our physical infrastructure and technology needs.

Finally, our Annual Fund budget is funded exclusively by your donations.

Each year, the Foundation Board and school administration work together to determine the specific objectives for the Annual Fund. These targeted objectives fall outside the scope of the school’s operating budget.

Faculty and academic staff compensation instructional supplies

tuition FeeS mAtriculAtion FeeS other School FeeS

operAting Budget

non-academic staff compensation operational costs (Safety, office, rent, etc.)

Foundation programs (currently pe21 and summer) depreciation

campus physical infrastructure

cApitAl Fund FeeS

cApitAl Fund Budget

technology long-term instructional equipment other one-time non-operating expenditures

donAtionS

38

AnnuAl Fund Budget

Specific program or other objectives

FINANCIAL REvIEW The year in numbers Operating budget

As explained throughout this Annual Review, three key decisions made in 2011 have shaped both our enrollment profile and Operating budget over the last two years: A. The introduction of the IB program B. The implementation of the three-section Middle School C. The acquisition of the MS/HS building and outdoor spaces

On the expense side, we continued to invest prudently in our faculty and academic program, hiring eight additional part-time teachers, or 2.6 full-time equivalent teachers (FTEs),

As shown below, the first two initiatives raised academic expenses from 68% to 75% of Operating revenues

EXPENSES BFIS Operating revenues

Academic expenses

between 2010-2011 and 2012-2013.

These academic program improvements have helped us achieve and maintain strong enrollment growth in the upper grades. This growth in our student body, combined with the 2% tuition raise, increased our Operating revenues by 6.4% year-on-year to 6,410,950 € for the academic year 2012-2013.

+3.5%

3,959 (68%)

Meanwhile, Operational expenses – those non-academic expenses required in running the school each day, including non-academic staff salaries, security, office, administrative, rent, and maintenance – remained at 21% of Operating revenues. This figure includes the leasing costs for the auditorium and new science labs spaces which were initiated in the spring of 2013.

+6.4% All figures are in thousands of euros. Results for 2010-2011 and 2011-2012 are final and audited. Results for 2012-2013 are preliminary and unaudited.

6,411 5,819

training several faculty members to meet the challenging requirements of the IB program, increasing instructional differentiation in the MS/HS, and expanding leadership roles within the ES faculty. As a result, faculty and academic staff compensation, by far our largest cost element, totaled 4,477,400 €, an increase of 1.7% versus 2011-2012. Overall, academic expenses - the monies spent directly on the delivery of our academic program - represented 4,780,099 €, or 75% of Operating revenues in 2012-2013.

6,024

4,684 (78%)

4,780 (75%)

=

Faculty and academic staff compensation: 4,477 Instructional expenses: 303

+ Operations team and IT compensation: 561 Buildings, grounds and utilities: 453

Operational expenses BFIS net operating income before depreciation

1,379

1,371 1,291

481 2010-11

49 2011-12

=

Office and administrative: 271 Rent/Interest portion of leasing: 82 Interest: 3

259

Severance, legal, and extraordinary: 1

2012-13

39

FINANCIAL REvIEW

While BFIS operations generated a net operating income of 259,389 € and 83,046 € before and after depreciation, respectively, our Foundation activities - the combination of the next-door PE21 (Projecte Educatiu 21) and summer programs- generated a net operating loss. As you may know, PE 21 is the program housed in the leased building next to our campus and funded by our Foundation on a short-term basis as part of the lease agreement for the MS/HS buidling until the last of the seven remaining students graduate or move to another school. These two activities generated a net operating loss of (176,233 €).

The year in numbers

Operating budget (continued)

BFIS AND FOUNDATION NET OPERATING INCOME AND CONTRIBUTIONN TO OPERATING RESERvES (In thousands of euros) 259

BFIS net operating income before depreciation Depreciation BFIS net operating income after depreciation (A+B) Foundation net operating loss BFIS+Foundation net operating loss (C+D) Contribution to/draw from operating reserves (E-B)

83 A

Depreciation

BFIS net operating income before depreciation

c

83 Foundation net operating loss

BFIS net operating income after depreciation (A+B)

F e

Contribution to /draw from operating reserves (E-B)

-93

40

B

d

-176

-176

BFIS+Foundation net operating loss (C+D)

As a result, the combination of BFIS and Foundation activities generated a net operating loss after depreciation of (93,187 €) for the year. However, because depreciation is a non-cash item, this result generated a positive contribution to our Operating reserves of 83,156 € for 2012-2013.

If you would like more detailed financial information, please contact Monica Chitnis, Director of Finance & Operations at monicac@bfischool.org.

In 2012-2013, we welcomed 132 new students to BFIS, generating Capital Fund fee income of 478,275 €.

During the summer of 2012, the third floor of the MS/HS building was completely transformed, providing our students and teachers with several new classrooms and office spaces, renovated bathrooms, an exterior staircase to provide safe access and egress, and two simple science labs on the ground floor. In addition, our main administration building was completely remodeled that summer to provide a more accessible and inviting ground-floor ES library, upgraded business office and faculty staff rooms, and more welcoming admissions and community relations offices within a more attractive and functional reception area. In total, these and other capital investments generated Capital Fund expenditures for 2012-2013 of 918,074 €, resulting in a Capital Fund deficit for the year of (439,799 €).

As you can see in the adjacent chart, our recent investments in our facilities through the Campus Improvement Project (CIP) have generated Capital Fund budget deficits in each of the last three academic cycles. Having built our reserves in anticipation of the CIP, these deficits have been funded through our reserves, as shown.

While the expenditures associated with the renovation of the new science labs and multi-purpose auditorium on the MS/HS campus will be reflected in the 2013-2014 Capital Fund budget and, for this reason, have not been detailed here, the reserve projections on the right do include both the projected 20132014 Operating and Capital Fund budget results in order to determine the Foundation’s expected reserves as of June 2014.

FINANCIAL REvIEW The year in numbers Capital Fund budget

CAPITAL FUND INCOME AND EXPENDITURES (In thousands of euros) Capital Fund fee income Capital Fund expenditures Contribution to/draw from

capital reserves

+478

+446

+448 2010-2011

2011-2012

2012-2013

-440

-568

-655 -918

-1016

-1101

FOUNDATION CUMULATIvE RESERvES, AS PROJECTED THROUGH JUNE 2014 (In thousands of euros) 1,610

Reserves from prior year

+

Contribution to/draw from operating reserves

-

Contribution to/draw from capital reserves June yeAr end reServeS

1,681

1,139

877

586

520

682

-64 -271 2006

2007

2008

2009

2010

2011

2012

2013

2014

41

FINANCIAL REvIEW The year in numbers Annual Fund budget

A. Science lABS And Auditorium (85% funds allocation) In light of the acquisition of the Auditorium and adjacent spaces in the Spring 2013, your donations helped fund the creation of two new science labs and a 350-person auditorium and multi-purpose facility.

The Annual Fund is the bridge between the limits of our Operating and Capital fund budgets and our aspirations for our students and academic program.

The 2012-2013 Annual Fund was a huge success thanks to the generosity of the BFIS community. This year, we are particularly proud of the increased participation from former BFIS families and returning donors. Overall, our 2012-2013 campaign generated a total of 189,797 €, representing an increase of about 23% over last year, while our participation rate rose by an impressive 114% versus 2011-2012. In total, 105 or 28% of our 377 families participated in the Annual Fund.

B. progrAm enrichment (10% funds allocation) We continued investing in our math program through teacher training and professional development, including the work of outside consultant, Monica Neagoy. We also introduced a new writing program in Elementary School.

As a result, we were able to achieve the following Annual Fund objectives:

PARTICIPANTS

C. heAlth emergency Fund (5% funds allocation) We further funded our Health Emergency Fund (HEF) to support our families in the event of serious illness or death of a parent.

2011-2012

2012-2013

%INCREASE

BFIS Families

49

105

114%

Former BFIS Families

1

6

Return Donors

26

47

Staff

3

20

New families

23

54

134%

Total Donations

154,343 € *

189,797 €

23%

* Final 2011-2012 Annual Fund total is adjusted for uncollected funds.

42

81%

ANNUAL REvIEW STAFF editors Monica Chitnis William J. Knauer translators Nuria Borrell Charo Rodríguez contributors David Cevoli Maura Cevoli Monica Chitnis James Duval César Goya William J. Knauer Anita Kleijn David Magaña Travis McKeen Marjolijn Mac Conuladh Dana Niedzielska Dianna O´Doherty Fabián Ortiz Anouschka Orueta Nicholas Preston Charo Rodríguez Serena Washburn layout & design Charo Rodriguez Sacajugo.com

Every effort has been made to ensure the accuracy of this report. We apologize in advance for any errors or omissions and encourage your comments and suggestions. Please contact Charo Rodriguez, Director of Community Relations & Communications at charor@bfischool.org.

43

CONTACT Benjamin Franklin international School C. Martorell i Pe単a, 9 - 08017 Barcelona, Espa単a E-mail: info@bfischool.org Phone: +34 93 434 23 80 - Fax: +34 93 417 36 33 www.bfischool.org // www.facebook.com/BFIS.school

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