Annual review 2015 web in

maximize individual potential

joy hard work and perseverance

life-long learning

2014 2015

annual review

character development

culturally diverse community

shared responsibility

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

INDEX 01. Governance & Leadership Letter from the Foundation Board Letter from the Head of School

3 4 6

02. acadeMic Year in perspecTive Highlights of the year Other programs in the curriculum Technology and innovation New faculty Faculty profile Professional development

9 10 12 13 14 15 16

03. ThrivinG BeYond acadeMics CAS and Community Service Leadership opportunities After-school activities

19 20 22 23

04. sTudenT achieveMenTs Graduates BFIS awards Science awards IB results Selectividad results

25 26 28 29 30 31

05. inTernaTionaL coMMuniTY Student profile Admissions trends Welcoming new families

33 34 35 36

06. schooL-hoMe parTnership Active parent involvement Parent Teacher Association (PTA)

39 40 41

07. schooL iMproveMenTs Building for the future

43 44

08. FinanciaL review Annual accounts Budget basics Operating budget Capital Fund budget The BFIS Fund

47 48 49 50 51 52

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GOvErNaNcE & LEaDErshIp The BFIS Foundation Board is responsible for the governance of the Benjamin Franklin International School, including fiduciary oversight, policy development, and longrange strategic planning needed to ensure the school’s continued success. The Foundation Board operates at a strategic level, supporting and overseeing the Head of School, who is responsible for the day-to-day operations of the school.

GOvErNaNcE & LEaDErshIp Letter from the Foundation Board

4

“Our BOarD’s role is to manage the long-term development of the school with specific responsibilities regarding financial health, facilities, and strategic development.”

It is with pleasure that we present to you our Annual Review, a glimpse of our past school year through the lens of all our various stakeholders.

Under the leadership of outgoing Foundation Board President Dana Leff Niedzielska, our Foundation Board in 2014-2015 focused on building long-term roots and stability for BFIS. The construction of a new Elementary School building had been planned for many years, but we finally moved forward with the financing, design,

and permitting of this project which will now give our campus its first purpose-built Elementary School building, increasing learning space and opportunities for all BFIS students.

to energize around continuing to improve. As Benjamin Franklin said himself, “Without continual growth and progress, such words as improvement, achievement, and success have no meaning”.

Professionalizing our financial reporting systems was another step towards stabilizing and solidifying our future. Financially, we have tasked ourselves with ensuring stability by building up an Emergency Fund, setting a goal to reach over €1 million in the upcoming years.

This growth and progress that Benjamin Franklin speaks of will come in terms of doing the things we do better. In the future, we want to prioritize being missionfocused, sharing a common vision, continuing to strive for educational achievement for all students, and ensuring that the new leadership in the school from 2016-2017 will transition smoothly and will continue to prepare our students for even greater success for all.

During this year, the Foundation Board also supported the development and expansion of the BFIS Academic and BeyondAcademic program with the addition of IB courses and the creation of a new role, Auxilary Programs Coordinator.

Another strategic decision taken by the Board to build stability was to cap our enrollment at around 670 students, the current size of the school. This strategic decision alexis pesquin was based on the belief that this Incoming President is the optimal level to provide small class sizes and differentiated learning, without losing our community feel.

The 2014-2015 academic year has been characterized by full enrollment at all grade levels, waiting lists, and impressive IB scores. We look at this point in BFIS history with pride, but not with hubris, as it requires us not to rest with satisfaction but rather

Members of the Foundation Board 2014-2015 and Board committees

01

TanYa c. anderson

jodie BouverY

soL GóMez

GaBrieL Mops

rod Larson

josep M LLuLL

dana

aLeXis pesQuin

niedzieLska ouTGoinG presidenT

incoMinG presidenT

Brenda ruoToLo

5 GoverT vrooM

acaDEMIc cOMMITTEE

Board periodically on major plant and campus issues and keeps the Finance Committee informed of buildings and grounds needs.

FINaNcE cOMMITTEE

GOvErNaNcE cOMMITTEE Oversees all matters related to the organization and functioning of the Foundation Board, including the selection of new Trustees and Board Committee members. It ensures that the Foundation is, at all times, in compliance with current legislation and follows best practices in independent school governance.

In concert with the Head of School Concentrates on academic issues and the Director of Finance and Operations (DFO), this committee at the broadest level, advising develops long-range financial plans the Board on educational policies and reviewing the school’s overall and the school’s annual budgets program and performance against for Board approval. It monitors the benchmarks and objectives. It sets implementation of the budget, making periodic reports to the Board standards for teacher evaluation on the school´s financial status Guides the development and but does not evaluate teachers. and educating the Board on trends oversight of the school’s marketing affecting the school’s finances. and communications policy. It is also responsible for policy and procedures around the school’s This committee also sets and Develops the master plan for the fundraising activities in keeping monitors investment objectives school´s buildings and grounds with the school’s mission and and ensures that an external with school staff and outside strategic planning. audit is conducted each year by consultants for Board approval. It may also monitor implementation an independent auditor, for Board of facilities plans. It reports to the review and approval.

aDvaNcEMENT cOMMITTEE

FacILITIEs cOMMITTEE

GOvErNaNcE & LEaDErshIp Letter from the Head of School

6

“While we have grown rapidly over recent years, BFIs has steadfastly held on to its identity as a welcoming community school where students are clearly at the center of all we do.”

leading international schools in Barcelona.

The Annual Review is an opportunity to look back at the previous year, not only to recount our successes as a school and a community, but also as a way to set the stage for the years ahead.

enrollment

With 43 IBDP students, this was our largest cohort ever, yet our pass rate improved to 98%, well above the global and Spanish rates of 80%, and our average score increased once again. As a true testament to our students and their teachers, an incredible 89% of our graduates scored above the world average, and three of them scored 40 points or more, an achievement that places them among the top students worldwide in what is arguably the most demanding diploma program in the world. These results are even more impressive given that almost all of our students do the full IB diploma program.

2014-15 was a year of record admissions at BFIS, with over 660 students from more than 45 different nationalities enrolled for the year. Our school is a rich tapestry of students, families, and faculty from around the world, who weave their unique contributions into the daily life at BFIS. While we have grown rapidly over recent years, BFIS has steadfastly held on to its identity as a welcoming community school After years of planning, and even more years of dreaming, we broke where students are clearly at the ground on a new Elementary center of all we do.

School building, the first purposebuilt building in the school’s history.

This addition to our campus will create an inspiring new space On the academic front, BFIS with 25% larger classrooms has continued to excel. From As I reflect on the past year, I do and enhanced resources for so from the perspective of having the vibrant reading and writing teaching and learning. More than workshop model in the Elementary embarked on my fourth and final just a building of four walls, this year at BFIS. I feel very grateful for School to the cross-divisional project is the start of a campus the time I have been able to spend inquiry-based math program transformation which will continue at this special school and am proud aligned to rigorous US standards, into the future to create additional we are preparing students to thrive of all that we have accomplished learning, play, and open spaces in the years ahead both inside and together as a community. With for every child to grow and thrive, outside the walls of BFIS. a dedicated and talented faculty a place to engage and enrich the and staff, engaged students, and Our International Baccalaureate minds of every BFIS student. supportive families, BFIS has Diploma Program results, already truly earned a place as one of the excellent, rose to new heights.

past, present and Future

NEw elementary school building

acaDEMIcs

7

our mission As we celebrate our success and strive always to improve, we should constantly be measuring our growth against our mission. As you explore the pages that follow, please keep in mind the words, and the deep sense of purpose, that guide all that we do.

Looking ahead, I am excited about what the future holds for BFIS, and I look forward to all that we can achieve together in 2015-16.

our purpose is to engage our william j. knauer diverse school community in the Head of School pursuit of educational excellence and success for all students.

“With a dedicated and talented faculty and staff, engaged students, and supportive families, bfis has truly earned a place as one of the leading international schools in barcelona.�

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acaDEMIc YEar IN pErspEcTIvE The educational program at BFIS is built upon three central essential concepts: Curriculum, Character, and Community. These core areas are crucial elements in a student-centered, whole-child approach to teaching and learning and emphasize the importance of balancing the academic, social, and emotional aspects of school life. Related to the first area, Curriculum, we are quite proud of the academic programs we offer and the success our students find in the academic realm.

acaDEMIc YEar IN pErspEcTIvE Highlights of the year

ELEMENTarY schOOL This past year we continued to focus on enhancing different aspects of our educational program. Our ongoing commitment to growth and improvement means we always look for different paths to improve the quality of our program for students.

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One of the important shifts we made in 2014-2015 was to formally adopt the Common Core standards in the subjects of mathematics and language arts. As an American international school, the decision to use these standards means that our learning expectations will consistently align with international benchmarks and include developmentally appropriate rigor for all students.

In light of the fact that most of our students will attend several different schools in their N-12 experience, we are excited to strategically position ourselves for success within a global context.

Another area of focus in the past year was the continued emphasis on our approach to mathematics instruction. While the content of math remains the same, our goal is for students to see math as a “real-world” subject. We want students to articulate their thought processes and develop the ability to communicate those ideas with

peers and teachers. Moreover, we want to engage children to be “thinkers” who are able to analyze a situation, select from a variety of tools and strategies to solve a problem, create concrete or representational models to support an idea, and contribute their voice to a rich mathematical conversation. We believe these interdisciplinary skills will be an invaluable asset for the students as both mathematicians and global citizens.

Finally, it is important to highlight a critical element in the success of our Elementary program: faculty retention. From our 20142015 group of elementary Lead Teachers, 97% of those individuals have chosen to remain committed to the BFIS community. Our teachers have commented that a number of factors influence their decision to stay at the school, including the quality of professional collaboration among colleagues, professional development opportunities, and, of course, the amazing students and families in the community. As a result of this outstanding rate of retention, particularly for an international school, we are able to build tremendous momentum with improvement efforts that allow us to create a remarkable learning experience for our students every day.

We added multiple new courses in IB, including ThEaTEr sTUDIEs, Environmental systems, and Business studies, as well as provided an increased number of field trips across the entire high school, including multiple IB trips to places like amsterdam and London.

02 11

MIDDLE aND hIGh schOOL The 2014-15 school year was one of great accomplishments.

In addition to our being at full capacity with waiting lists in most grades, we added a number of course and program options to the overall Middle School and High School programs.

In Middle School, we had higher numbers of student on the honor and merit rolls than ever before.

We also retooled our Wellness program to address our current needs. Thanks to an active MS Student Council, we had multiple

activities, including our first rooftop dance party. Our Middle School students participated in the annual Science and Language Fairs, and we hosted our first annual World History Fair.

Additionally, our Middle School students had a strong impact on their community through our community service program, highlighted in section 3.

In High School, we saw a number of new initiatives, including the student-run Ambassadors program, Student Council-led spirit activities and assemblies, and school activities such as our first annual Futsal Tournament, Junior Achievement group, and the Cosmo Caixa

Explainers Program (see more about these activities in section 3).

Our High School students were active in an unprecedented number of community service offerings like the Best Buddy program, Ronald McDonald House, and foster home tutoring.

On the University preparation front, we ended the year with a National Merit Scholar Commended Student and hosted both the first Dutch College Fair event in Barcelona, as well as a workshop series on university admissions around the world.

Finally, we hosted the most successful Career Day in BFIS history.

acaDEMIc YEar IN pErspEcTIvE Other programs in the curriculum

music program DraMa in middle iN elementary and high school school

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The Middle School Drama Program begins with a variety of confidenceIn the music room, the main building exercises to incorporate, objective is to offer children a later on, a series of breath, body, stimulating and enjoyable music and voice workshops that help class, while at the same time the students develop their skills in helping them become musically speaking, voice projection, physical literate and develop music expression, and learning how to appreciation. Students sing, dance, relax and breathe correctly. As the play, pretend, and work hard! students grow in confidence and Music is an enjoyable activity for ability, they start creating a wholeall the children, and they find it group performance, which requires even more fun when they have the all the students to contribute their opportunity to dive into its depth ideas and work together in a team and complexity. We find music a to produce an entertaining piece wonderful balance of work and that is then performed on stage “play” in our classes, which when for the MS students, faculty, and combined, ultimately results in family members. Students then students’ musical understanding have to reflect on their work, both growing! as performers and team members, which helps them to prepare for Our primary goal is to make music what will be expected of them in accessible to all students and to High School and IB Theatre. cultivate a love and appreciation for music that is supported In High School theatre, students by understanding and direct build on creative performance musical experience. We activate and production skills they learn music involvement through in Middle School. They have the speech, singing, movement, and opportunity to devise new works instrument playing in a creative or to adapt existing texts for our environment. annual One Act Play Festival in the fall. They also develop other public All of our Elementary students and small-setting performances have the opportunity to sing and such as spoken word, storytelling, play in front of their peers and performance art, and guerrilla their parents at the Annual Winter theatre. IB Theatre students Concert and during the 5th grade practice a range of skills including Graduation Ceremony, as well as public speaking, collaborative in different Elementary assemblies devising, research, dramaturgy, set throughout the year. design, direction, and acting.

Graduation Music Performance

“The Foreigner”, High School Drama

Middle School Drama Performance

Elementary Winter Festival

acaDEMIc YEar IN pErspEcTIvE Technology and innovation One of the areas of focus of the BFIS Strategic Plan is to increase the meaningful use of technology in the school. Given the ubiquity of technology in our daily lives - from computers to tablets, smartphones to smart television sets - schools need to find ways both to leverage the available technology and guide our students to become safe, productive, responsible citizens of a digital world. Specifically, the Strategic Plan concentrates on four distinct aspects of technology use in the school.

cONNEcTED TO cUrrIcULUM Technology skills should not be taught in isolation but rather integrated into the daily experience of students at BFIS. In this area, the school’s Educational Technology Specialist worked with teachers and supported classes in using available technology in meaningful ways in the classrooms. Students accessed technology to reinforce math concepts, support language learning, conduct science experiments, and acquire new skills and knowledge.

02

visual programming environment, they create web pages from scratch by writing HTML code, and in December BFIS brought the “Hour of Code” movement to the school, engaging more than 300 students in the process of programming.

and extends work done in classes each day. Online tools such as Google Apps enable students and teachers to communicate and collaborate inside and outside of the classroom. Use of Google Classroom, an online learning management system, permits teachers to develop We also made the decision to pilot “virtual classrooms,” which a new tablet-based system in 5th enable them to post assignments, grade (called Lightsail) to support collect homework and projects, our reading program, which will be encourage collaboration, and implemented in the 2015-16 school provide timely feedback. year. It will allow teachers to access real-time data on student Efforts in these areas were also reading and offer individualized led by our Educational Technology feedback to each child.

Specialist, who was supported by professional development resources to earn her certification as a Google Certified Apps for Education Trainer.

Students regularly need to

DIGITaL LITEracY

evaluate sources, do research, and safely manage their presence online, so our goal is to give them the opportunities and guidance to develop these skills. Supporting this objective, we worked with students in grades 3 to 5 on topics related to online literacy and cyber safety. We also offered a workshop for Elementary School families on the same topic which was well attended by parents. Also, the school librarian reinforced digital literacy skills in the context of The Middle School technology curriculum, which used to focus on guiding students in doing research. computer skills, now introduces students to computer science concepts such as programming and computational thinking.

Powerful technology resources Middle School students learn the allow us to create a vibrant online fundamentals of coding through a learning community that supports

BEYOND ThE cLassrOOM

INFrasTrUcTUrE One of the greatest challenges to furthering the meaningful use of technology in our academic program has been a network infrastructure that had not grown at the same pace as our enrollment and our needs. In the spring of 2015 the technology team began to upgrade key aspects of the infrastructure, including our wireless network, core servers, student information system, and aging computers.

These simple yet essential changes will allow us to better leverage technology in meaningful ways throughout the school.

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acaDEMIc YEar IN pErspEcTIvE New faculty

14

LindseY aLvarez Elementary School Associate Teacher

FÁTiMa Fajardo High School Teacher

isid spaho Middle and High School Teacher

crisTina aMor Elementary School Associate Teacher

FÁTiMa GaLLardo Middle and High School Teacher

eLisaBeTh viLLa High School Teacher

naTasha BarTLeTT Elementary School Associate Teacher

Fiona hiGGins Elementary School Learning Support

Makiko MaeYaMa Elementary School Counselor

josÉ carrasco High School Lab Technician

MarTa hurTado Early Childhood Aide

nikki MaLkun Elementary School Teacher

reBecca chaBrow High School Counselor

Liz jacoBs Elementary School Associate Teacher

caiTriona ross Early Childhood Aide and Associate Teacher

doMenico coMposTo Middle and High School Teacher

reBecca kenehan Elementary School Associate Teacher

MarTin docherTY Middle School Teacher

irene LÁzaro Elementary School Associate Teacher

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acaDEMIc YEar IN pErspEcTIvE Faculty profile

102

TOTaL FacULTY

13

MasTErs

avEraGE TEachING EXpErIENcE

89

TIME

parT TIME

FULL TIME

NaTIONaLITY

38% Us

31% spaNIsh

31% OThEr

LaNGUaGE

56% ENGLIsh

37% spaNIsh

7% OThEr

68% Us

24% UK

4%

caNaDa

4%

aUsTraLIa

41 9 YEars

acaDEMIc YEar IN pErspEcTIvE Professional development

NUMBEr OF TOTaL hOUrs OF prOFEssIONaL DEvELOpMENT

inTernaL TraininG

+300

eXTernaL TraininG

+1,302

hours

We regard our faculty as the heart and soul of our school. That is why BFIS is dedicated to providing its community of educators with a wide range of professional development activities (internal and external) throughout the year, and to keep up with worldwide developments in best educational practices, modern technology, and the curriculum they deliver. BFIS teachers participate in workshops and conferences all over the world, run by specialist organizations of which we are members (ECIS, MAIS, IBO, etc) and other institutions specialized in different teaching areas. Here are our PD numbers for the school year 20142015.

hours

16

16

ciTies

60%

OF ThE FacULTY rEcEIvED EXTErNaL prOFEssIONaL DEvELOpMENT IN:

10

counTries

TOTaL INvEsTEMENT IN prOFEssIONaL DEvELOpMENT

110,693€

Nº OF TEachErs WhO BELONG TO pD cOMMITTEEs Or LEarNING GrOUps WOrLDWIDE

4

Teachers

Nice, Seville, Waterloo, Zurich, London, Barcelona, Milan, Munich, Athens, Madrid, Dubrovnik, Boston, Nashville, San Francisco, Fairfax, Miami

France, Spain, Belgium, Switzerland, United Kingdom, Italy, Germany, Greece, Croatia, USA

annual conferences

z California University Coursework

z ECIS Annual Conference z MAIS Annual Conference

z

Subject Specific Conferences z ECIS Librarian´s Conference z ECIS Early Childhood Conference

Other professional Development Opportunities

z z

toward Teaching Credential Renewal CTC Essential Skills for International School Counselors NCTM Math Conference ECIS Literacy Cohort

masters or advanced Degree coursework z Bachelors Degree in Education z Cambridge English Language

Certification) z Chapters International- Inquiry Based z (Teaching Teacher Leader Institute Learning Workshop z AERO Math Institute z ASB Google Certified Educator z PTC Summer Courses Course z Master of Teaching Spanish as a z Hanoch Pi ven Art Workshop Second Language z NafME Conference z Certificate of International School z Kodaly Music Education Course Leadership, Principals’ Training z TES Special Education Conference Center: Curriculum Leadership z SCERTS Training in International Schools and The z Imperial War Museum and D-Day Effective Principal: From Theory to

z z z z z z z z z z z z z z z z z

Museum Workshops Detección de problemas de aprendizaje en la infancia French as a Foreign Language FLE Barcelona Espace Amalia Theater Workshop ELE Convention International Multilingual Conference Taller Crítica de Cine CPM Conference Orwell Society Tour (History) JOSTI Conference ECIS ITC Conference Rosa Sensat Math Course El Torn Ceramics Course Supporting Teaching and Learning Online Course Teacher Leader Institute Curriculum Course Encuentro ELE, Difusión e Instituto Cervantes ACS Conference on Learning Differences and Innovation Summit

Practice

z Empowering Students Through Assessment

z Curriculum Design for International School Teacher L eaders

z Curriculum Leadership for International School Teacher Leaders

presentations given by our Faculty around the world z “Thinking Skills in the Information

z

z

Age: C omputational Thinking Across the Curriculum” by Lisa HowellsMAIS Conference in Seville, Spain, 2014.

“Thinking Skills in the Information Age: Integrating Computational Thinking”- ECIS ITC Conference in Munich, Germany, Spring 2015.

“From Evidence to Excellence: Essential Collaborative Skills and Practices to Enhance Student

Learning” by Keelin Swalve - ECIS conference in Nice, France, 2014

z “Building a Culture of Collaboration: Teachers Working and Leading Together to Enhance Student Learning” by Keelin SwalveMediterranean Center for Innovation in Education Spring Institutes in Dubrovnik, Croatia, March 2015.

Language classes z Catalan Classes z English Classes z Spanish Classes

IB courses z IB Español A: Literatura Categoria 1 &2

z IB Language Acquisition in the MYP z IB TOK C lass z IB Diploma Program Theatre Studies Category 2

z IB English A z IB Language A: Language and Literature

z IB English B z IB Spanish B z IB Economics z IB Historia z IB History z IB Psychology z IB Environmental Systems and Societies

z IB Essay z IB Math Studies z IB Visual Arts z IB TOK z Supporting students in the university admissions process

z Evaluating the DP z CAS Subject Specific

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03

ThrIvING BEYOND acaDEMIcs While academic success for students is certainly an essential component of a BFIS education, we believe that a complete educational program should provide much more. Students need an environment in which to explore experiences outside of the classroom to discover their talents and pursue their passions. BFIS students have opportunities to take on leadership roles inside and outside of school and learn the importance of giving back to their communities. Those who join Student Council, captain a sports team, represent the school at Model United Nations, or participate in global leadership conferences gain valuable skills in leadership and collaboration, which will serve them well at university and beyond.

ThrIvING BEYOND acaDEMIcs CAS, Community Service

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The cas program

z Volunteering with disabled

CAS, which stands for Creativity Action, and Service, is at the core of the International Baccalaureate (IB) program. It aims to provide students with meaningful learning experiences outside of the classroom in order to broaden their understanding of the world, heighten their sense of empathy, and help them become compassionate and balanced individuals.

z Being a member of the Student

Creativity is interpreted broadly to include a wide range of arts activities as well as the creativity students demonstrate in designing and implementing service projects.

Action can include not only participation in individual and team sports but also taking part in expeditions and in local or international projects.

Service encompasses a host of community and social service activities.

At BFIS we offered a wide variety of CAS activities during 2014-2015 school year:

z Tutoring ES or MS students. z Helping out in ES classroom in various subject areas.

z Publishing the Yearbook. z Coaching sports. z Participating in the Math Club. z Volunteering for Habitat for Humanity.

z Volunteering with immigrants.

students (Best Buddies Program).

Council.

z Participating in Model United Nations (MUN).

z Managing and supervising the Recycling Program.

z Volunteering in a soup kitchen, hospital or retirement home.

z Collaborating with the Ronald McDonald House organization.

z Organizing the Christmas Food Drive for the homeless.

z Participating in the CAS trip. z Helping with festivals and events organized by the school.

z Acting as judges at the Science Fair.

z Organizing the BISA Talent Show. z Pariticipating at NESDA international debate competition.

z ...and many more.

haBITaT FOr hUMaNITY This mutually beneficial project fosters responsibility and promotes global citizenship in our students. It is our conviction that working side by side with people of other races, religions, and cultures to accomplish a shared vision is the best way to promote understanding and provide a well-rounded education for our students.

Last year, 18 students from BFIS travelled to Nepal to build home for those in need.

MODEL UNITED NaTIONs MUN is an educational simulation and academic competition in which students learn about diplomacy, international relations, and the United Nations. At BFIS we promote this program and prepare our High School students for conferences held all over the world. MUN participation fosters global citizenship and addresses current world issues related to regional conflicts, peacekeeping, human rights, women and children, economic and social development, and environmental protection.

In November 2014, 21 students participated at the annual Barcelona Mun conference.

Twenty students served as delegates on committees such as the Security Council, Disarmament Committee, and General Assembly.

In February, thirteen students went to Genoa, Italy, for the GeMun conference. Committee debates were held in beautiful palaces in the old city, and students enjoyed eating Italian food and visiting the seaside village of Bocadasse.

Finally, in March, six students went to the hagaMun conference in the Hague. This conference was smaller than the other two, so students had many opportunities to speak in front of their fellow delegates.

Throughout the year, students practiced writing resolutions and debating current events in preparation for these conferences.

Each year BFIs habitat for humanity club travels to a developing country to help locals build adequate shelter. Last year 18 students from grades 10 and 11 headed for chitwan, Nepal to build homes for those in need.

cOMMUNITY sErvIcE

21 others and that they can have an active role in positively shaping their community. Our students are expected to participate regularly in service-related activities in a variety of ways, all of which are age-appropriate.

Community service is an integral part of the BFIS educational philosophy. It helps to shape well-rounded students who Some of the projects developed learn to develop their capacity by our students during 2014-2015 for empathy, compassion, and were: respect for others. The Community z Making objects from recycling Service program provides material. students with the opportunity to develop awareness for other z Presentations on cultural people, cultures, and religions awareness. and to use and develop their skills z “Lock out” night to focus on and knowledge to improve their what a homeless person may environment. feel.

The program is based upon the principle that all members of the community should recognize that their actions affect and influence

z Development of a recycling team in secondary school.

z Organizing “The Hug Day”.

z Celebrating Spirit Day against homophobia and discrimination.

z Recycling competition. z Water photography contest. z Babysitting for Nepal. z Collecting clothes and accessories for GLORR.

z Collecting shoes for the poor. z Bake sales during 2 months to collect money for a Nepalese organization.

ThrIvING BEYOND acaDEMIcs Leadership Opportunities Holding a student leadership position on campus is a valuable opportunity for students to develop skills that will benefit them both personally and academically.

Participating in these opportunities facilitates student engagement, development, and learning experiences that prepare students to be effective, inclusive, and innovative leaders within their communities.

At BFIS, students can pursue leadership opportunities in the following student groups:

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middle school student council During 2014-2015 school year, the MS Student Council worked to bring together all of the Middle School students, aiming to make everyone feel accepted and

welcomed at the school. The Council also organized various activities throughout the year, like Spirit Week, sports tournaments, and two dances. The Council also organized its first ever Social Night, inviting all students to stay at school late on a Friday night with numerous different activities available.

hIGh school student council The HS Student Council was focused on making sure the structure of the Council was operating at its best by defining member roles and responsibilities.

Overall, the Council worked hard to continue building the spirit and the community in High School by hosting different events throughout the year, including small activities in the assemblies, Spirit Week, and much more.

student ambassadors club The Ambassadors Club is a group of 35 students in grades 6 to 12. Last year these students helped new students to adjust to their new school by coordinating “shadow” days, assigning new students to a buddy based on similar interests, attending the new student orientation, and planning a beginning-of-the-year activity for new students and their buddies. The Ambassadors C lub also serves as “the face of BFIS” by helping out at school events such as leading tours at Open House, giving out information and directions at Back-to-School Night and Transition Nights, and volunteering at other school events such as Halloween, Sant Jordi Festival, and Graduation.

other opportunities z Film Club. z National Honors Society. z Junior Achievement. z Explainers CosmoCaixa. z Yearbook Club. z Green Wall. z Math Club. z Recycling Club. z Theater Club.

ThrIvING BEYOND acaDEMIcs

asa sTUDENTs

244

After-School Activities

There are many social, physical, and psychological advantages for children who participate in afterschool activities.

Participating in after-school activities is a fun way to learn, develop talents, and build confidence and self-esteem.

Students not only develop a different set of skills such as time management, team work, and dealing with new environments, but they also have the opportunity to explore various interests they may have, getting involved in something in which they may really excel and enjoy.

Several studies found that students who regularly participated in after-school programs surpassed their peers in academic performance.

They also exhibited notable improvements in habits and behavior.

After-school activities are also a good way to deal with stress.

Many activities take place in a relaxing environment and begin with warm-up techniques or exercises. In an increasingly complex and pressure-oriented world, the more we are able to find positive ways to deal with stress, the better off we will be.

BFIS offers a wide range of After-School Activities, from dance to taekwondo to theater and team sports. During 20142015 the school offered three different After-School Programs: Performing Arts, Sports, and Arts and Academics.

pErFOrMING arTs z Street/Hip Hop Dance z Theater Club z Individual Music: – Guitar, Drums, Violin – Trumpet, Cello, Piano – Saxophone, etc. z Individual singing lessons

spOrTs z Swimming z Multi-sports z Taekwondo z Tennis z Fencing z Soccer z Basketball z Volleyball

arts and academics z Arts and Crafts z Cooking Club z Ceramics z French z Dutch Tutoring z Video animation z Cinema z Creative Writing z Math Club

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04

sTUDENT achIEvEMENTs The 2014-2015 school year was one of impressive student achievements. The 45 members of the graduating Class of 2014 all rose to the occasion and achieved excellent results in both the IBDP and Selectividad exams.

Even though our graduating class increased by a third over the previous year, the pass rate for our third IBDP cohort improved yet again, going up to 98%, well over the global and Spanish rate of 80%. Our students were accepted at some of the world’s top colleges and universities.

sTUDENT achIEvEMENTs

United Kingdom The Guardian and “The complete University Guide” – 87% of the UK universities listed on page 27 rank among the top 100.

Graduates

26

On June 6th, 2015, our seniors, dressed elegantly in caps and gowns, gathered in the BFIs auditorium with families and friends to celebrate the end of their school days and the beginning of an exciting new period of their lives.

The BFIS 29th annual Commencement ceremony started with a procession of the American, Spanish, Catalan, and European Union flags held by siblings of our graduates, followed by the High School administration and the Class of 2015 themselves.

Junior Diego Martinez served as emcee for the evening and greeted the BFIS community in English, Spanish, and Catalan.

After touching memories shared by the graduates of their time at BFIS from Nursery through IB, the Seniors and Juniors took part in a traditional BFIS Candle and Flower exchange in which the Seniors symbolically passed on the student leadership of the school to the Class of 2016, and the Juniors gave the Class of 2015 their best wishes.

The faculty and staff of BFIS are very proud of the class of 2015.

Our graduates primarily applied to universities in the United Kingdom, United States, Spain and the Netherlands and received numerous offers of acceptance from prestigious universities around the world.

Congratulations to the Class of 2015 for their outstanding achievements.

– 65% of the UK universities listed here rank among the top 50.

– Of the UK universities listed here, 7 were among the top 10 UK universities.

russell Group – 58% of the universities that belong to the famous UK Russell Group gave offers to the Class of 2015.

Oxbridge/Medical school – Members of the Class of 2015 were given offers to University of Cambridge and King’s College London’s School of Medicine.

United states Us News – 74% of the US universities listed on page 27 rank among the top 100 national universities.

– 54% of the US universities listed here rank among the top 50 national universities.

Qs World University rankings – 36 of the universities listed here ranked in the top 200 universities worldwide.

– 20 of the universities listed here ranked in the top 100 universities worldwide.

congratulations to the class of 2015 for their outstanding achievements.

UNITED KINGDOM z Aberystwyth University z Anglia Ruskin University z Bangor University z City University of London z Edinburgh Napier University z Greenwich School of Management z Imperial College London z Instituto Marangoni z King’s College London z King’s College London - GKT School of Medical Education

z Kingston College z Lancaster University z London Metropolitan University z London School of Economics z Queen Mary’s University z Regent’s University London z Richmond American International University

z Royal Holloway z University College London z University of Aberdeen z University of Bath z University of Bristol z University of Cambridge z University of East Anglia z University of Exeter z University of Glasgow z University of Gloucestershire z University of Kent z University of Leicester z University of Liverpool z University of Manchester

z University of Northampton z University of Roehampton z University of Sheffield z University of Surrey z University of Sussex z University of the Arts London z University of Warwick z University of York

UNITED sTaTEs OF aMErIca z Boston College z Boston University z Columbia College Chicago z Drexel University z Du Paul University z Fordham University z Northeastern University z Pennsylvania State University z Southern Virginia University z Tulane University z University of California - Davis University z z z z z z z z z z

of California - Irvine University of California - Los Angeles University of California - San Diego University of California - Santa Barbara University of California - Santa Cruz University of Massachusetts University of Minnesota University of Southern California University of Vermont University of Virginia University of Wisconsin

spain z Blanquerna - Universitat Ramon Llull, Barcelona

z EINA Centre Universitari de Disseny i Art, Barcelona

z ESCAC - Escola Superior de Cinema i Audiovisuals de Catalunya, Barcelona

z Instituto de Empresa, Madrid z IQS - Instituto Químico de Sarrià, Barcelona

z UIC - Universitat Internacional de Catalunya, Barcelona

z Universidad Carlos III, Madrid z Universidad de Navarra (Medicina), Pamplona

z Universidad de Barcelona (UB), Barcelona z Universidad Pompeu Fabra, Barcelona z Universitat Abat Oliva, Barcelona z Universitat de Vic, Barcelona z Universitat Politècnica de Catalunya, Barcelona

other z Hotel School of the Hague - Amsterdam (Netherlands)

z International Christian University (Japan) z Groningen University (Netherlands) z Keio University (Japan) z McGill University (Canada) z Sofia University (Japan) z University of Amsterdam (Netherlands) z University of British Columbia (Canada) z Waseda University (Japan)

27

sTUDENT achIEvEMENTs BFIS awards

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, multi-cultural, and exemplifying of “internationalism”. daniel Fairfield

president’s award for academic achievement (silver)

28

The student receiving this award shows outstanding educational growth, improvement, commitment, or intellectual development in their academic subjects. emma reitg, rose Tweedie, and alexander Lauk

president’s award for academic achievement (gold) Awarded to students earning a grade point average of an A on a letter scale or a 3.5 on a 4.0 scale throughout Middle School and achieving in the 85th percentile or higher in math or reading on a standardized achievement test. santiago Baena

BFIs citizenship award Awarded to a student for generating ideas and inspiring fellow students, cooperating with faculty and staff, and cheerfully enlisting the aid of all to work together in harmony.

Benjamin Moore

BFIs personal Growth award This student demonstrates significant growth personally, socially, and/or intellectually, serving as a positive role model for other students.

Federico de Tord

Leadership in Learning award

BFIs personal Growth award

This award is given to the student who is an outstanding dedicated learner, positive contributor in classroom, team player, helper of others, and a role model.

To the student demonstrating significant growth personally, socially, and/or intellectually, and serving as a positive role model for other students.

paula olivella

pierre alexandre Bouvery

Ms Benjamin Franklin award

international understanding

This is the highest academic honor and is awarded to the student with highest scholarship, who has made the most outstanding academic contribution.

Awarded to a student who is a good representative of his/her own country with a positive attitude towards the life and culture of others, able to converse in at least two languages, a contributing force in the life of the school, with the ability to bring differing people together into a sense of community, thus furthering the cause of international understanding.

david vico

high school awards president’s award for academic achievement (silver) To students that show outstanding educational growth, improvement, commitment, or intellectual development in their academic subjects. This award is meant to encourage and reward students who work hard and give their best in school. joseph Thomas ruotolo, kristina Larson, and roos Thiescheffer

president’s award for academic Excellence (gold) To students earning a grade point average of 3.5 on a 4.0 scale throughout High School and achieving in the 85th percentile or higher in math or reading on a standardized achievement test or in college admissions examinations. alejandro sabal, josephine Money, Merel summerhill, Álvaro sánchez, claudia Benito, Lara nissim, and jordi Morwani

ambassador’s award

Merel summerhill

BFIs anne Jonsson award For generating ideas and inspiring fellow students, cooperating with the faculty and staff, and cheerfully enlisting the aid of all to work together in harmony. catalina cruañas

BFIs citizenship award This student 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. Álvaro sánchez

BFIs academic achievement award Awarded for consistently high academic achievement.

Lara nissim

Benjamin Franklin award

Awarded each year to that graduating High School Senior who has exemplified exceptional leadership qualities.

This student shows consistently high scholarship and intellectual curiosity, enriching each course beyond the structure of the curriculum.

kristen Michael dania

alejandro sabal

04

sTUDENT achIEvEMENTs Science awards MIDDLE schOOL

Modeling category

Experiment category

Engineering category

rainbows

Bacteria and antimicrobial agents

The slingatron

ella swift

Franco villa

andrew paddock and Bruno puignou

high schOOL

Modeling category

Experiment category

Engineering category

Tensegrity

Total Memory recall

Thermostat

natalia dinwoodie

elisabeth pa単ell and Marina antoni

andrea rumbos and ezra Mac conuladh

29

sTUDENT achIEvEMENTs

IBDp caNDIDaTEs

43

IB results

30

2015 IB results were excellent again this year. With 43 IBDP students, this was our largest cohort ever, yet our pass rate improved to 98%, well above the global and Spanish rates of 80%. Our average score also increased to 34, approximately four points above the world and Spanish averages, and an incredible 89% of our students scored above the world average. We were very pleased to maintain our highest score of 43 and to have three of our students scoring 40 points or more, an achievement that places them among the top students worldwide.

80%

83.6%

GLOBaL

spaIN

98%

avEraGE pOINTs

BFIs

pass raTE

34

BFIs

30.2

30.7

GLOBaL

spaIN

pErcENTaGE OF sTUDENTs aT Or aBOvE ThE WOrLD avEraGE

hIGhEsT pOINTs aWarDED

NUMBEr OF sTUDENTs aT Or aBOvE 40 pOINTs

89%

43

3

BFIs

BFIs

BFIs

04

sTUDENT achIEvEMENTs Selectividad results

additionally, our students’ overall selectividad scores were well above the spanish average.

Selectividad is the popular name given to the Spanish university entrance tests taken by students after secondary school and necessary for access to university in Spain. The test is divided into two sections: Fase General (for all students) and Fase Específica (elective exams on specific subjects to increase the overall score).

At BFIS students who successfully complete the full IB Diploma can apply to have their IB results (45-point scale) converted to the equivalent Selectividad scores (10-point scale). Additionally, students who wish to study in Spain may choose to take the additional Fase Específica exams in order to improve their Selectividad scores, with the possibility of earning up to four additional points. Last summer, BFIS students who took the Fase Específica of the Selectividad exam did very well on their tests, achieving an average total score of 10.06.

avEraGE scOrE IN spaIN FOr sELEcTIvIDaD WITh Or WIThOUT FasE EspEcíFIca

BFIs avEraGE scOrE FOr aLL caNDIDaTEs ThaT rEQUEsTED ThE spaNIsh crEDENcIaL WITh Or WIThOUT FasE EspEcíFIca

100%

16 31

6.69

8.17

BFIs avEraGE scOrE FOr aLL caNDIDaTEs WhO TOOK IB aND FasE EspEcíFIca sELEcTIvIDaD

BFIs avEraGE scOrE FOr aLL caNDIDaTEs WITh Or WIThOUT FasE EspEcíFIca

5

43

10.06

7.91

05

INTErNaTIONaL cOMMUNITY BFIS offers true diversity in our student body, faculty, and parent community. Comprised of more than 45 nationalities and cultural heritages, this richness of backgrounds, languages, and experiences is the very heart and soul of our school.

At BFIS we embrace our diversity as a source of pride and strength and consider it an essential element of our school community.

INTErNaTIONaL cOMMUNITY Student profile

ENrOLLMENT

appLIcaTIONs rEcEIvED

656

34

ELEMENTarY schOOL

101

154

(+7,7%)

326

EarLY chILDhOOD

TOTaL NEW sTUDENTs

MIDDLE schOOL

199

hIGh schOOL

154

202

NaTIONaLITIEs

49

Us

158

24.1%

INTErNaTIONaL

spaNIsh

41.8%

34.1%

274

224

05

INTErNaTIONaL cOMMUNITY Admissions trends vErY LOW sTUDENT TUrNOvEr FOr ThE pasT TWO YEars

sTaNDarD TUrNOvEr FOr INTErNaTIONaL schOOLs

10%

20%

ENrOLLMENT rEachING WaITING LIsT IN aLMOsT EvErY GraDE

NUMBEr OF appLIcaTIONs INcrEasING EvErY YEar

326

(+3.5%)

100%

35 NEW sTUDENTs FrOM Usa

43%

sTEaDY GrOWTh OF Us sTUDENTs FOr ThE pasT ThrEE YEars

+24,4%

Us ENrOLLMENT GrOWTh sUpErIOr TO TOTaL ENrOLLMENT

+8,2%

INTErNaTIONaL cOMMUNITY Welcoming new families Moving to a new country and/ or entering a new school can be a difficult transition for students and families, and it is likely to be a source of stress and worry for children and parents. Getting off to a good start in a new school is very important, and at BFIS we want to ensure that children and families make this transition as successfully as possible. To that end, the Admissions Department offers a comprehensive Welcome Program for new families joining the school.

36

On Thursday, August 27th, 2015 BFIS organized the annual Buddy Trip for Middle and High School students with peers from their current grades and invited all new families (parents and children) and buddies to gather on campus for a casual barbeque that evening. As kids devoured their hamburgers and enjoy each other’s company, moms and dads new to the community got a chance to meet and chat with other new families as well as with longtime residents.

The next day, Friday, August 28th, new families met again for a comprehensive Orientation Morning and got the chance to tour the campus, talk to the teachers, register for different school services, and meet representatives from the city council and Barcelona Global organization.

During the first three weeks of the school year, the pTa also provides many opportunities for new parents to get together, meet other families and learn more about their new city. the Welcome coffee, organized during the first week of school and the three-day seminar “Making Barcelona home� during the month of september are good examples of pTa efforts to support new families.

05 37

06

schOOL-hOME parTNErshIp Parents are one of the most important influences in a student’s life. Their support and guidance plays a vital role at all stages of education. Parents who participate actively in their children’s learning make a difference in improving both achievement and behavior. At BFIS we strongly believe that the school-home relationship is essential to helping our students thrive, and we provide various opportunities for parents to partner with the school in their children’s education.

schOOL-hOME parTNErshIp Active parent involvement

children learn best when the adults in their lives - parents, teachers and other community members - work together to encourage and zz support them. this z is a principle that z guides how our z school should z be organized and other opportunities for how children parents to get involved should be taught. z

Schools alone cannot address all of a child’s developmental needs. The meaningful involvement of parents and support from the community are essential.

The most significant type of involvement is what parents do at home. By monitoring, supporting, and communicating, parents can be engaged in ways that ensure that their children have every opportunity for success. To do that BFIS teachers and administration team organize:

40

Parent Learning Sessions Room Parent Meetings

Parent Teacher Conferences Access to PowerSchool for Middle School Parents Back-to-School Night State of the School Presentations

Foundation Board

z Board Committees z PTA Board z PTA activities: Halloween,

International Food Fair, Pancake Day, Frosty Friday Day, etc.

z Library Helpers z Spring Celebration z Country Representatives z Family Buddies z Tutoring Opportunities z Career Day z Participate in Parent Surveys

OThEr pTa spONsOrED EvENTs

schOOL-hOME parTNErshIp

z Jump Rope for Heart (refreshments).

Parent Teacher Association (PTA) The Parent Teacher Association, or PTA, is an organization run by parents, faculty, and the school’s administration to support the BFIS mission by fostering a culture of community among our families and by raising funds to enhance the community experience and environment. All BFIS parents are members of the PTA. The PTA sponsors social activities throughout the school year.

Monies raised in these activities support different initiatives which directly benefit our students and teachers.

Last year the PTA organized many activities throughout the year and supported the initiatives listed below:

pTa EvENTs September z Helping with the New Family Barbecue and the New Family Orientation Day.

z PTA Welcome Coffee. z Making Barcelona Home (3-day seminar for new families).

October z Mugs for new teachers and staff. z Halloween Party.

December z Helping to organize the ES Winter Concert.

January z Organizing Frosty Friday.

March z Organizing Pancake Day.

rOOM parENTs The PTA organized several Room Parent meetings throughout the year, hosted by ES Room Parents and MS/HS Room Parents.

May z Organizing Teacher Appreciation Day.

z Organizing International Food Fair.

z Winter Party Refreshments (chocolate and cookies).

z ES Field Sports Day (water and oranges).

z St. Jordi Festival (Spanish Department).

pTa FINaNcIaL sUppOrT z High School Student Council. z Habitat for Humanity. z Model United Nations (MUN). z Theater Club. z Planters. z Elementary meeting space. z Elementary music materials. z Yearbook. z Field trips. z Book mark competition. z Pre-Grease faculty party. z Library exhibitors.

pTa Board 2014-2015 z Sarah Süczs. z John Suggit. z Sandra Cassany. z Brigid Aron.

41

07

schOOL IMprOvEMENTs As an important part of the BFIS fiveyear Strategic Plan, the school has been steadily working to update and improve its facilities. During the summer of 2015, we broke ground on the new Elementary School building, which will expand learning space significantly campus wide and open up more classrooms for our Middle and High School students as well.

Beyond the new construction, we also moved forward with other campus updates and improvements. With three separate campuses, there is always a long list of maintenance and repair work to be done during the summer and throughout the year.

schOOL IMprOvEMENTs Building for the future

NEW Es BUILDING After almost two years of planning, and a nerve-racking July of unanticipated complications and delays, on August 3rd, 2015 we broke ground on our new Elementary School Building.

This is an exciting time for BFIS as we move forward with construction of the first purposebuilt, permanent building in the school’s history. The new building will house Kindergarten through

5th Grade on three floors, with dedicated English As An Additional Language (EAL) and Learning Support rooms on each level. It will also include an open reception area on the ground floor, a rooftop play space, and an unfinished basement that will be completed at a future time.

Once finished, this new building will also free up space for Middle and High School classes and will allow us to remove the temporary Math modules from the MS/HS campus.

44 prOJEcT OvErvIEW expected opening: September 2016 Total Gross Floor area: 509 m2 each floor roof top area: 355 m2 average classroom size: 57 m2 each classroom number of classrooms: 12 general classrooms + 6 special classrooms number of offices: 3 offices areas (reception/ assistant/ staff room) number of restrooms: Female and male restrooms at each floor number of windows: 35 windows on each floor

summer improvements Every summer, at the end of the school year, the facilities team rolls up their sleeves and tackles the serious business of improving and repairing the spaces and equipment used daily during the school year. Summer projects are typically those that would cause disruption for students and teachers. Taking advantage of every available moment of the summer break is thus vital to maintaining and upgrading our campus. We have just a few weeks to work hard, quickly, and efficiently so that everything is ready again for the start of a new school year.

During the summer of 2015 the school undertook the following repairs and improvements:

25% larger classrooms

46% more learning space

more space for middle/high school z The prek bathrooms: In the Early Childhood Center, the PreK bathrooms have been renovated in order to improve not only their functionality and aesthetics but also as a way to even out the classroom space between the two rooms.

z The new gate on the Ms/hs campus: We installed a new security gate on the MS/HS campus and implemented an ID card system in order to better monitor and control access to the campus and increase safety and security.

z The new wifi system in the Ms/hs Building: The tech team has worked tirelessly this summer to improve technology campus wide. We have upgraded our network, installed a new wifi system in the MS/HS Building, and upgraded the machines in the computer lab.

z

painting: Crews were hard at work all summer on both sides of the street, freshening up classrooms, hallways, and offices in anticipation of the start of the year.

z Other facilities improvements were:

– New curtains in Early Childhood.

– Installation of new cabinets in Early Childhood.

– Purchase of new chairs and refurbishing of existing desks in Middle and High School.

– Soundproofing of the MS/HS math modules.

– Modernization, replacement, and improvement of IT and equipment for both students and staff.

– New blinds in Middle and High School.

08

FINaNcIaL rEvIEW While finances at BFIS have never been more solid, our success as a school also brings with it financial challenges for the future. As a truly independent school with no significant financial support from government agencies, we must spend our money wisely, with a focus on hiring great international teachers, investing in resources to support our programs, maintaining our current facilities, and saving and building for the future. Thanks to strong financial oversight and thoughtful spending, BFIS is on strong financial footing and is investing in future success.

FINaNcIaL rEvIEW Annual accounts The evolution of the financial statement figures are a reflection of the strength of our Foundation, with a net worth increase of around 22% during 2014-2015, reaching a total of 4.6 million euros.

48

This equity growth has its main origin in the income provided by the Capital Fund from new students as well as donations received during our annual fundraising cam paign. These funds are allocated to finance improvements in physical infrastructures and technology.

Last year the school achieved a financial result of 399,000 ₏, achieving the budgeted reserve and well above previous year’s results. This outcome illustrates our efforts in expense management and revenue optimization.

In thousands of euros

asseTs

2013-14

2014-15

non-currenT asseTs

8,043

8,020

Fixed assets Long-term investments

7,919 124

7,933 88

currenT asseTs Receivables Short-term financial investment Short-term accruals Cash

451 94 100 115 142

1,019 396 100 176 347

ToTaL asseTs

8,494

9,039

FiXed asseTs Investment Depreciation

7,919 11,555 -3,636

7,933 11,934 -4,001

2013-14

2014-15

neT worTh Foundational Fund + Reserves Year results Grants and Donations

3,794 1,948 56 1,789

4,641 2,005 399 2,238

non-currenT LiaBiLiTies Long-term creditors (*)

2,642 2,642

2,594 2,594

currenT LiaBiLiTies Short-term creditors and other payables Anticipated payments and short-term Accruals

2,058 851 1,207

1,804 827 976

ToTaL neT worTh and LiaBiLiTies

8,494

9,039

2013-14

2014-15

ToTaL incoMe Income from Services Rendered Grants and donations incorporated in year results

7,614 6,246 1,325

8,493 7,066 1,427

ToTaL eXpenses Personnel expenses General expenses Depreciation

-7,802 -5,319 -2,025 -458

-8,212 -5,589 -2,119 -505

Grants and donations transferred to year result surplus Other results

294 30

213 -32

operaTinG resuLTs

136

462

FINANCIAL RESULTS

-80

-63

FinaL resuLTs

56

399

neT worTh and LiaBiLiTies

incoMe sTaTeMenT

08

FINaNcIaL rEvIEW Budget basics Our Foundation has three distinct budgets, each with its own purpose. All three are reflected in the 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.

Finally, our Annual Fund budget is funded exclusively by your donations. Each year, the Foundation Board and school Our Capital Fund budget, funded administration work together to by the one-time Capital Fund fee determine the specific objectives paid by newly enrolled students for that year’s BFIS Fund. These only, helps us meet our physical inobjectives fall outside the scope of frastructure and technology needs. the school’s operating budget.

TUITION FEEs OThEr schOOL FEEs

Operating Budget

MaTrIcULaTION FEEs

capITaL FUND FEEs

DONaTIONs

capital Fund Budget ThE BFIs Fund Budget

FacULTY aND sTaFF saLarIEs + BENEFITs

INsTrUcTIONaL sUppLIEs

OpEraTIONaL EXpENsEs

49 FOUNDaTION prOGraMs (pE21, sUMMEr)

DEprEcIaTION

caMpUs phYsIcaL INFrasTrUcTUrE

LONG-TErM INsTrUcTIONaL EQUIpMENT

TEchNOLOGY

OThEr ONE-TIME NON-OpEraTING EXpENDITUrEs

spEcIFIc prOJEcTs rELaTED TO pEOpLE, pLacEs, aND prOGraM

cONTrIBUTION TO OpEraTING rEsErvEs

contribution (Draw From) capital Fund reserves

FINaNcIaL rEvIEW Operating budget

school year 2014-2015 experienced an important increase in revenues (14%).

the this area by 129,000 â‚Ź more than the previous year, and totaling 5.31 million euros, by far our largest cost element. This money is invested in teacher The positive performance of compensation and professional revenues, along with strict development, academic budgetary discipline, have led to instruction, and other resources a positive result for the year, with for our students. Meanwhile, the a surplus, after depreciation, of rest of operational expenses (non399,000 â‚Ź. academic) required in the running of the school remained at 23% We continue to invest in our objective of Academic Excellence, of operating revenues, similar to previous years. increasing the expenditure in This increase in revenues was due to a raise in tuition fees, enrollment growth, and income from school services.

+14%

50

7,820 +6.9% +6.4%

6,853

5,315 (67%)

5,027 (73%)

1,815 (23%)

OpEraTING rEvENUEs (In thousandsn of euros)

acaDEMIc EXpENsEs

4,932

383

Faculty and academic staff compensation

Instructional expenses

6,411 +3.5%

6,024 4,684 (78%)

4,780 (75%) 1,371 (21%)

643

OpEraTIONaL EXpENsEs

1,461 (21%)

1,291 365 (21%) 259 49 2011-2012 2012-2013 2013-2014 2014-2015

NET OpEraTING INcOME before depreciation

Rent/Interest portion of leasing

34

Other

673

690

169

Operations team and IT compensation

Buildings, grounds and utilities

296

Office and administrative

08

FINaNcIaL rEvIEW Capital Fund budget In 2014-2015 we welcomed In 2014-2015, these funds were 140 new students, generating a allocated to the renovation of the Capital Fund income of 612,200 â‚Ź. Early Childhood Building, new learning spaces for Middle and This Capital Fund income, High School students (modules), together with the donations of and the kick-off of the new our community members to the Elementary Building project. It BFIS Fund, allows the school to is also worth mentioning that finance needs in infrastructure and during 2014-2015 the school technology.

invested 108,000 â‚Ź in technology improvement, mainly in the replacement of all the computers in the Computer Lab; increased IT provision for Elementary, Middle, and High School; and improvement of our communications infrastructures.

TOTaL

612

FacILITIEs

368

LONG TErM rENT

46

In thousands of euros

TEchNOLOGY

108

NEW Es BUILDING prOJEcT

90

51

FINaNcIaL rEvIEW The BFIS Fund The BFIS Fund reflects the generosity of the BFIS community and the desire to continue to see the school flourish.

This Fund allows the school to develop initiatives that enrich the academic life of students and faculty but are not included in the school’s ordinary operating budget. Thanks to your donations the school is able to invest in the following areas:

52

z peopLe Money allocated in this area is invested mostly in Professional Development, essential for our faculty to remain at the cutting edge of education while growing as teachers and learners.

z pLaces With your donations this year we will be able to finish the third floor of our new Elementary Building.

z proGraM These funds will allow the school to further improve our programs, refine our curriculum, and support our students in becoming life-long learners who reach their individual potentials.

annual review staff

TOTaL DONaTIONs

63,870 €

editors Bill Knauer Charo Rodríguez

BOarD parTIcIpaNTs

80%

Us FrIENDs OF BFIs

22%

Translators Charo Rodríguez

spaIN

78%

contributors Nuria Bertomeu Maura Cevoli Rebecca Chabrow James Duval Paul Fulce Nadine Gervais Lisa Howells Alie Jessie Anita Kleijn Bill Knauer Sarah Szücs Morag Makey Miguel Martínez Alexis Pesquin Nicholas Preston Charo Rodríguez Ana Royo Keelin Swalve Ben Torbush Marta Viñas 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, charor@bfischool.org.

53

BenjaMin FrankLin inTernaTionaL schooL C. Martorell i Pe単a, 9 - 08017 Barcelona, Spain 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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