Pan American School of Bahia - Escola Panamericana da Bahia

Transcrição

Pan American School of Bahia
2010 - 2011
Annual Report
Index
PASB 2010-2011 Annual Report
1
MISSION
The mission of the Pan American School
of Bahia is to develop life-long learners
and globally responsible citizens, who
embrace diversity, and are equipped
with the skills and passion to reach their
fullest potential.
VISION
PASB aims to be a reference of high
quality American model education,
nurturing an international community of
learners, contributing constructively to
an ever changing society.
Index
2
CORE VALUES
The Pan American School of Bahia is filled with learning and opportunity.
We follow a holistic educational model and believe in the
development of each child to his or her full potential.
We value each student and support them in a diverse community with
attentive teachers and varied extra-curricular activities. Our graduates
continue their studies in the best American, Brazilian, and international
Universities.
At PASB we are committed to achieving our mission by helping our
students to:
Grow to be Responsible and Ethical
Instilling in them a set of ethical and moral values – honesty, integrity
and good judgment
Promoting equity, social justice, and environmental responsibility
Grow as World Citizens
Having them demonstrate intercultural respect and appreciate
differences in a welcoming environment.
Encouraging them to develop partnerships within their community local, national, and global
Think Creatively & Reason Critically
Providing them a complement of academic and life skills – linguistic,
mathematical, scientific, artistic, physical, and social
Cultivate an enquiring and discerning mind with a desire for
knowledge and the skills needed for effective problem solving
Communicate Effectively
Stimulating excellence in oral and written communication in our
offered languages
Encouraging independent thought, collaboration and artistic
expression
Exhibit Strong Self-Esteem and High Personal Expectation
Providing a personalized, caring, and student-centered approach to
learning
Motivating them to always demonstrate their best and to effectively
deal with change
Index
3
BOARD OF DIRECTORS
2010-2011
President Nicolas Gounin
Vice President Carla Borges
Treasurer Cesar Solano
Secretary Izabella Barros
Trustees Anita Lagesse
Bianca Sampaio
Bibiana Gomez
Blandina Sá
Superintendent Dennis M. Klumpp
ADMINISTRATIVE TEAM
Superintendent Dennis M. Klumpp
Elementary Principal Megan Maher
Secondary Principal Thomas Connolly
Brazilian Program Coordinator Bianca Begrow
Early Childhood Coordinator Conchita Kennedy
Business Manager Marina Skelton
Curriculum Coordinator Trisha Nikrandt
Information Technology Coordinator Robert Kenevan
Athletics Coordinator Consuêlo Souza
PTA
2010-2011
President Danielle Abud
Vice-President Eliana Corrêa
Treasurer Ercy Mota
Secretary Marilia Cardoso
Room Mothers Coordinator Dulce Torres
Index
4
Index
From the President of the Board of Directors
7
Superintendent´s Report
8
Elementary Principal´s Report
9
Secondary Principal´s Report
11
Brazilian Program Coordinator´s Report
12
A Message from Our PTA
13
ORGANIZATIONAL CHART
14
SECTION I - SCHOOL PROFILE
15
SECTION II - STUDENT PROFILE
16
SECTION III - STAFFING PROFILE
18
Commitment of Excellence
18
Professional Development Coursework
18
Employment of Strong Staff Members
19
Administrative Support Staff
20
SECTION IV - SCHOOL QUALITY ASSURED THROUGH ACCREDITATION
Dually Accredited
SECTION V - ACADEMIC AND CO-CURRICULAR PROGRAM OFFERINGS
21
22
Knowledge Bowl
22
Destination Imagination
23
Theater and Art Program
23
Music Program
24
SECTION VI - CURRICULUM DEVELOPMENT AND IMPROVED INSTRUCTION
25
MAP
25
Meeting the Needs of All PASB Students
30
School-Wide Student Goal Setting
30
Learning Centers
30
Elementary Division Support
30
Elementary Reading
30
Secondary Division Support
33
ESL / PFL Instruction
Index
21
34
Portuguese as a Foreign Language (PFL) Department
34
English as a Second Language (ESL) Department
35
5
SECTION VII - TECHNOLOGY / MULTIMEDIA NEEDS FOR THE 21ST CENTURY
Renweb - Student Data Management System
36
Restructuring of IT Personnel
36
Network Infrastructure
37
Client Infrastructure
37
Learning Management Site
37
School Media Center
38
SECTION VIII - COMMUNITY SERVICE
41
Ecology Awareness Initiatives
SECTION IX - STUDENT LEADERSHIP OPPORTUNITIES
42
43
NHS / NJHS
43
MODEL UNITED NATIONS
44
SALMUN
44
BRAMUN
45
OTHER MUN CONFERENCES (SPMUN, BSRJMUN & Harvard MUN)
45
SECTION X - ATHLETIC PROGRAM
ISSL / FRIENDSHIP TOURNAMENTS
46
47
SECTION XI - AFTER-SCHOOL PROGRAM
48
SECTION XII - ASSESSMENT MEASUREMENT /CONFIRMATION
49
Advanced Placement Program Success
SECTION XIII - GRADUATION AND COLLEGE/UNIVERSITY PLACEMENT
49
51
College Fairs Visit PASB Campus
51
College / University Admissions a Big Success
51
Scholarships & Financial Aid Received
52
SECTION XIV - FINANCIAL MANAGEMENT AND FISCAL RESPONSIBILITY
53
2010-2011 Operational Budget (Summary)
54
2010-2011 Actual Investment Budget (R$)
55
2010-2011 Cash Flow
55
SECTION XV - FACILITIES MANAGEMENT AND INFRASTRUCTURE
56
Upgrading Existing Facilities
56
Maintenance, Campus Care and Security
57
SECTION XVI - STRATEGIC PRIORITIES IDENTIFIED FOR 2011-2016
58
SECTION XVII - QUALITY SCHOOLS NEED QUALITY INVOLVEMENT
59
Community Participation
59
Working to Promote Alternative Sources of Funding
60
THE IMPROVEMENT CYCLE
Index
36
61
6
From the President of the
Board of Directors
When I reflect on the past 12 months at the Pan-American School of Bahia, many wonderful images come
to my mind. Last year we were in the final stages of the organization of the 50th anniversary gala, we
were taking a quick look at the past, and setting the pace for the future.
From there on, the spirit that has led me, my fellow board members, the administration and the whole
community arises from the opportunity a rapidly changing environment presents. New technologies, the
strengthening of the Brazilian economy and the ever increasing demands for quality education will allow
us to take our school to a new level. We are looking simultaneously at growth in quality and numbers of
students. This evolution has to be inspired by the leaders of the school, be they staff members or
volunteers.
We already have seen tremendous improvements in the past years, and the next enhancements will be
built on the bases that have been set. We have just lived what I would call a transition year, and I believe
the organization we are implementing will give us, with the help of all the PASB community, all the
talents and the energy we need to face the next challenges.
The mission and vision statements have been rewritten. I would suggest to those who are not familiar
with these statements to take a little time to read them again and reflect on what they imply for our
school. The notions of high quality education, adaptability, diversity, change, excellence, responsibility
permeate through these two short texts, and they should guide us in everything we do for our kids. We
are to set the example!
We are building on solid foundations, and I am not only talking of the new building! A new compensation
scale for teachers has been implemented, which will help us attract and retain more teaching talents. We
shall soon extend this effort to the administrative staff. Several positions have been created to prepare
the school for the International Baccalaureate (IB), a necessary step for any educational institution which
wishes to establish itself as an international reference. A partnership has been signed with the Ford
Motor Company to help us invest in our institution while welcoming new foreign children to PASB.
The structure of the Board Committees has been revised, bringing clarity and efficiency in our actions. I
would like to emphasize the great work which is being done on the strategic and the governance aspects
of the school management. By carefully setting long term and short term goals, by making sure that we
shall have the required resources available, by bringing more transparency to the school management
and protecting it from a legal point of view, we are working towards a more secure future. I trust that
objective and measurable goals will soon be assigned at all levels of the school, and will help us carry on
our mission in an even more effective manner.
We have decided that we want the best for our children and that is why we have selected PASB as their
school. As was done with the choice of H2L2 Architects to assist us in the design of the future campus, we
also need to bring the best from outside into PASB. The participation of parents in the school entities
(Board, PTA, Committees…) is not yet as satisfactory as it should, and we need more involvement from
all the stakeholders.
In general terms, I strongly believe that we can look at the future with confidence. I have faith that the
demanding goals we are setting to ourselves as a community will bring a better education to our children,
and better citizens to our world. That’s what school is about.
Nicolas Gounin
PRESIDENT
Index
7
Superintendent´s
Report
The Annual School Report to the Community for this year is designed to provide the school community
with an overview of the school’s ongoing efforts to assure a quality educational program is being offered
to all our students. As such, each new school year we build upon the foundations of previous years and
capitalize on our strong points and work hard to address areas for improvement. The recent quality
assessment review (QAR) accreditation visit that took place this past school year in April, 2011 resulted in
a number of required actions and opportunities elaborated by the visitation team. The accreditation
process that our school undergoes on a regular basis is demonstrative of our goal of being a school of
excellence.
This report is an extension of the QAR accreditation visit and seeks to provide fair, reliable and objective
information about school performance measures and policies and ongoing efforts to attain quality in all
aspects of our educational program. It includes therefore several sections that address everything from
the school’s profile and current enrollment to curriculum and academic and co-curricular offerings.
In our appraisal of our educational program, it is important to review several assessment instruments
employed at the school. Through this exercise, we ask ourselves if we have a rich, comprehensive set of
data on student performance and if we have a plan for school improvement based on the analysis of the
data, research, and best practices in teaching and learning. The process also entails that we must assure
that documented results will be used to identify which strategies have proven to be effective for gains in
students learning.
This report complements and is supplementary to school newsletters and other regular communications.
It provides an opportunity for the community to reflect on and celebrate the significant achievements
that have occurred this year. It is asked that you read it with care and refer to it anytime you are in need
of information on a specific program or academic offering.
The hope is that you will also use it to look back at this past year with a firm sense of achievement and
pride in the school and with the conviction that this year has been another step forward on the path
toward reaching our maximum potential of being the best school possible for our children’s education
and successful future.
Dennis M. Klumpp
SUPERINTENDENT
Index
8
Elementary Principal´s
Report
PASB’s Early Childhood and Elementary continue to grow both in terms of number of students enrolled
and scope of curricular support. Teachers, led by the Curriculum Coordinator, are formalizing a written
curriculum outlining learning objectives, content vocabulary, and assessments to share with the school
community. In this same vein, the division has been reviewing integration of standardized assessments,
character education programs and parent support of the educational process.
Enrollment and Growth
Student enrollment grew from 397 in August 2010 to our current number of 420 in October 2011. With
this growth, PASB hired one additional homeroom teacher and one additional learning support specialist.
In the Elementary School, a pilot program of three sections of twenty students each was implemented.
This program allowed the 1st grade to expand by ten (10) additional students.
Admissions Procedures
New admissions procedures were implemented in both Early Childhood and Elementary during the 20092010 school year. The goal of these admissions procedures is to ensure that new students are succesful
and have a succesful and enriching experience. It is essential that parents understand the academic
expectations in an American International school as well as the support that their children will need from
the family.
For children entering the Early Childhood in our G-2 and G-3 programs, we involve both parents and
students in the admissions process. Initially both parents are required to participate in an interview with
the Elementary Principal, Brazilian Director, Elementary Counselor, and the Early Childhood Coordinator.
Following this interview, the child is invited to school for an observation of approximately two hours.
During this observation, Early Childhood teachers lead children through typical classroom activities while
observations are formally recorded.
For children applying for admission from G-4 through Grade 1, we also interview parents. These interviews
occur concurrently with an admissions test administered by the Elementary Counselor. This testing can be
administered in English or Portuguese based on the skill level of the child. For older Elementary
applicants in Grades 2 - 5, parent interviews occur while children take the MAP (Measures of Academic
Progress) tests to determine adequate levels of language and math ability.
A Happy Panther PuRRS
During the 2010-2011 school year a teacher committee including the Elementary Counselor developed
school-wide principles in coordination with the “Seven Habits of Happy Kids” to create a Positive
Behavior Intervention System. Involving student and teacher input with curricular connections, teachers
developed a year-long plan. This plan includes instructional lessons, student-created bulletin boards and
student-led assemblies. Each month the school focuses on a new principle or habit, with the student
study culminating in the bulletin board and assembly presentations. Additionally, students are
recognized by school staff when they demonstrate one of the four school principles. Some of these
students are selected to be recognized at our monthly assemblies.
Index
9
Events and Celebrations
During the 2010-2011 school year the Early Childhood and Elementary teachers formed committees to
review all of the events and celebrations in the Early Childhood and Elementary. Teachers analyzed the
purpose of each activity and revised objectives to align with the school mission. These committees then
coordinated the involvement of students, parents, and teachers in the preparation and logistics of the
activities. As a final stage in this plan, a post-event reflection was implemented to continually review and
refine school events and celebrations.
Parent Academy
In order to provide more resources and strategies for parents, a series of parent workshops have also
been recently organized. These workshops alternate between social and emotional issues and academic
strategies with a focus on early developmental stages of learning. The topics of the conferences include:
•
•
•
•
•
•
•
•
•
Setting routines/creating limits
How to read with your child?
Dealing with emotions and frustrations – creating a positive decision making process
The multi-lingual child – language acquisition
How to keep learning alive over vacation – play as learning?
Internet safety
How do pre-school students write?
What are learning differences?
MAP testing – what is it and how does it help student learning?
Megan Maher
ELEMENTARY PRINCIPAL
Index
10
Secondary Principal
Report
The Secondary School, grades 6 to 12, has experienced continued growth and significant changes over
this past school year. A new building was built at the end of last year, we are implementing new
curriculum including the planned launch of the International Baccalaureate (IB) Diploma Program, hired
an IB Coordinator, and hired as well a new full-time Technology Coordinator to maximize the leverage of
new technologies. Pre-University classes offered as part of our after-school offerings is another
important development.
PASB was approved as a candidate school for the IB Program last May and is currently involved in an
accelerated process to begin implementing the diploma program in August 2012. Our first diploma
candidates will graduate in 2014 after completing the two-year diploma program.
With the inclusion of the IB Program next year, a new master schedule is also being created to address
the new course offerings and more electives will be created to provide for the various academic interests
of our students. The new schedule will offer more consistency in class meetings and uniformity in the
schedules of all the students. The school administrative software program, Renweb, will enable parents
to monitor each of their child’s specific classes and will provide updates with grades, results of
performance on homework, quizzes and tests, as well as direct communication with each teacher.
Another initiative has been grade level meetings with parents to discuss common concerns and ways to
support the academic program for our students. PASB believes in strong bonds with the parent
community and full cooperation in the academic development of all the students. Parents from grades 6
and 10 have already met twice with additional meetings for parents in grades 7, 8 and 9 to be held in the
near future. Our hope is to keep the PASB community fully informed with the new initiatives being
offered while providing a forum for parents to express their ideas for improving the school.
We also resumed the middle school trips to Mucuge for students in 6th, 7th, and 8th. These field trips are
closely aligned with the curriculum and provide the classes with opportunities to bond as groups. The
trips occur over the course of the 1st semester and 2nd semesters. Each class spends a week at the site.
And finally, we have created a new full-time counseling position for middle school students freeing up the
other counselor to devote his time to college counseling and the high school.
As can be evidence, the Middle and High School divisions have seen innumerous program improvements
and new developments. We hope you are as excited as we are about what the future holds for our
students.
Thomas Connolly
SECONDARY PRINCIPAL
Index
11
Brazilian Program
Coordinator´s Report
When a couple decides to bear a child, a new journey starts in their life. It entails not only preparing the
infant’s wardrobe and nursery but also one of the most demanding tasks: that of education. In this
context, they are all too soon in need of defining a most important decision, one that will help determine
their child´s present and future - the choice of a school and the academic formation they intend to offer
their child.
In choosing the Pan American School of Bahia, our families opt for an American model of education that is
also tied to the Brazilian Program and the demands that both programs make of our students. Our
children start taking the ‘Língua Portuguesa’ (Portuguese Language) subject while in G4 and gradually
intensify their contact with the language and culture of Brazil through classes of Brazilian Geography and
History, Sociology, Philosophy and Spanish, all of which part of the Brazilian program curriculum.
Additionally, conscious of the need to provide dual program preparation for our High School students,
the Brazilian Program also offers ‘Pre-University Program’ courses on a daily basis from 2:40-4:00 p.m. to
10th, 11th and 12th graders. These courses provide preparation and reinforcement study to students who
are readying themselves to take the “ENEM” and the “vestibular examination .” With the planned
introduction of the International Baccalaureate (IB) Program in the 2012-2013 school year, these preuniversity courses also serve to provide a strong subject base for students who will pursuing this
program.
Although we have been recently experiencing an influx of more international students in the past
two years, our student percentage for the 2011-2012 school year is a little less than 80% Brazilian. It is
important to highlight that although they are have a firm foot on Brazilian soil, their minds are also
connected to the world outside. Proof of this are the 82% of this past year´s graduates who chose to
enter universities abroad – and with honors.
Our foreign students who enter our school also require our warm welcome and support in their
acquisition to Salvador, Brazil and the Portuguese language. This is facilitated through our “Portuguese
as a Foreign Language” – PFL Program. We are committed to their making a successful adaptation and
their learning to speak in Portuguese is most helpful in this process. Therefore our PFL classes are
characterized by pleasant and friendly manner being demonstrated and many of our international
students are so successful in their language skills that they are even able to enter our regular Brazilian
Program. Thus it goes without saying that “all students” take part in the Brazilian Program, but in
different levels.
Integrated into the Brazilian program is also our goal that all of our students have support from all our
staff in both programs, Brazilian and American. This is evidenced by our teachers working to involve
students in school–wide events such as the International Fest, Black Awareness Day, Brazilian
Independence Day and São João celebrations, Book Fairs, and community service projects that benefit
underprivileged schools in our neighborhood.
The Pan American School of Bahia is an American school with Brazilian blood. It is a perfect illustration of
our ever more global world at work where we appreciate the contributions of every member of our
community. It is diversity working towards a common cause: the formation of globally responsible, happy
and accomplished citizens.
Bianca Begrow
BRAZILIAN PROGRAM COORDINATOR
Index
12
A Message from
Our PTA
The PTA’s purpose is to assist the school with its many academic and cultural events, and to provide
support for its material needs, as well as provide a vehicle for the integration of the parent community
through social events. Over the past years the PTA team has grown in numbers. This has allowed it to
expand the scope of its contributions and further help the school.
As we all know, the school is financed through tuition payments. PTA sponsored and organized activities
and events that occur throughout the school year assist in raising additional funds beyond tuition that
make possible ongoing school improvements. Supplemental class materials, designated projects, and
special activities and/or events are all assisted by the donation of PTA funds.
It is gratifying to acknowledge our community’s awareness of the importance of voluntary work and of
participating actively in the institution that we have chosen for the education of our children. This past
school year included a variety of events and activities that the PTA sponsored or assisted in organizing.
All of these reflect the goal of integrating our community and assuring that there is ample opportunity for
student, staff, and parent participation.
They included:
PASB’s ANNUAL OPEN HOUSE - AUGUST
MONTHLY SUPERINTENDENT’S BREAKFAST
PTA WELCOME BREAKFAST - AUGUST
FIELD DAY - SEPTEMBER
SILENT AUCTION - MARCH
INTERNATIONAL FESTIVAL - MARCH
HALLOWEEN - OCTOBER
SCHOLASTIC BOOK FAIR PTA meetings are held on Tuesday mornings at 8:00 in the school canteen. All parents are invited. The
PTA also this past year instituted a special meeting after school on the fourth Monday of each month to
permit teacher representative participation.
It is never too late to become involved in the PTA and any help you can offer is always much appreciated.
If you wish to lend a helping hand, please contact one of the committee members directly, or send an email to PASB’s Institutional Development Coordinator, Paula Oliveira
([email protected]).
We count on everyone’s collaboration and participation!
The PTA Board of Directors
Index
13
PAN AMERICAN SCHOOL OF BAHIA
ORGANIZATIONAL CHART
Optimal institutional performance is dependent upon having an organizational
structure that clearly addresses the academic and management functions within
the school. PASB’s organizational chart shows how departments, divisions and
various levels of a school organization interact with one another as well as
identifies who's involved in the decision-making process and how those decisions
are actualized.
PASB´s organizational structure has been enhanced in recent years with the
addition of several key new administrative staff members, including Curriculum
Coordinator, Early Childhood Coordinator, and IT Coordinator as well as
instructional/support staff such as separate divisional counselors, special needs
teachers, and additional teachers.
General Assembly
Board of Directors
Technology
Coordinator
L
I
B
R
A
R
I
A
N
Curriculum Coordinator
Early Childhood
& Elementary
Principal
Middle &
High School
Principal
Early Childhood
Coordinator
IB
Coordinator
Counselor
Counselor
Early Childhood
Teachers
Middle School
Teachers
Elementary
Teachers
High School
Teachers
Teacher
Assistants
PE
Coordinator
ESL
PFL
Brazilian
Program
Coordinator
School Translator
Receptionist
Registrar´s
Office
Finance
Director
Nurse
Food Service
Maintenance
Portuguese
Department
Administrative
Assistant
Director
Treasurer
Human
Resources /
Accounting
Foreign
Accounts /
Personnel
Affairs
Supplies &
Purchasing
I
N
S
T
I
T
U
T
I
O
N
A
L
C
O
O
R
D
I
N
A
T
O
R
D
E
V
E
L
O
P
M
E
N
T
Brazilian
Social
Studies
SPECIALISTS
Index
14
SECTION I
SCHOOL PROFILE
The Pan American School of Bahia (PASB) was established by American families,
residents of Salvador, who wished to provide their children with an education
similar to that available in the United States. The School's object was to offer an
American and Brazilian curriculum to American, Brazilian and third national
children, regardless of race or creed.
The school was inaugurated on Monday, August 6, 1960 at 10:00 a.m., in the
presence of the then Governor of the State of Bahia, General Juracy Magalhaes,
who presided over the ceremony, and Mr. James Flanagan, American Consul in
Salvador. The school occupied the Pimenta da Cunha mansion, located at 12
Campo Grande, no longer in existence. The first student body was composed of
sixty pupils, ninety percent of whom were Americans.
Throughout its 50 years of existence, PASB has aimed to offer a quality
educational opportunity for the Brazilian, American, and international
communities of Salvador. The school community reflects an ever expanding
profile with families of differing cultural, ethnic and socio-economic backgrounds.
As the only international school in the city of Salvador, the school plays an
important part of the lives of our community members and PASB enjoys a positive
relationship with the local community as well as educational organs in the city of
Salvador and the state of Bahia.
New mission and vision statements were recently created and reflect review by
representatives from all our stakeholders, students, faculty and staff, school
administration, PTA and parent attendees of the superintendent breakfasts, and
members of the Board of Directors. The process was extensive and undertaken in
anticipation of our accreditation visit by the Southern Association of Colleges and
Schools (SACS) in April, 2011. It was overseen by the Vision and Purpose
Committee of the self-study team and new statements provide us a clear direction
for our responsibilities with respect to our educational program.
Index
15
SECTION II
STUDENT PROFILE
The school’s current enrollment for the 2011-2012 school year is 640 students and
this number reflects continual growth over the past six consecutive school years.
As is observed in the chart below, this number grew by an additional 20 students
from the past 2010-2011 school year.
Student Enrollment Growth: (Numbers shown reflect August enrollment)
Year
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
Total
424
475
517
549
604
626
640
% Increase
-
12%
8.8%
6.2%
10%
3.6%
2.2%
Student Enrollment Growth
Number of Enrolled Students
700
604
600
517
640
626
549
475
500
424
400
300
200
100
0
2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011
Index
2011-2012
16
This expansion in student enrollment has also seen our school community change
with an increase in the number of countries and cultures represented. In addition
to our Brazilian students, we currently have 20 other nationalities in the student
body. See breakdown in chart below:
Brazilian
510
American
47
Argentinean
10
Australian
2
British
9
Canadian
3
Colombian
5
Chilean
3
Filipino
2
French
12
German
7
Indian
5
Indonesian
1
Israeli
2
Italian
4
Japanese
2
Mexican
6
Portuguese
2
Spanish
2
Uruguayan
2
Venezuelan
4
Nationalities of PASB Students
Brazilian
American
Argentinean
Australian
British
Canadian
Colombian
Chilean
Filipino
French
German
Indian
Indonesian
Israeli
Italian
Japanese
Mexican
Portuguese
Spanish
Uruguayan
Venezuelan
Index
17
SECTION III
STAFFING PROFILE

Commitment of Excellence
There are a total of 62 teachers and 10 support staff at the Pan American
School of Bahia. This number includes 68 full-time and 4 part-time teachers.
Of these teachers, 46 hold BA degrees or “Licenciatura” qualification and 26
hold MA or PhD degrees.
PASB has over the last two years been investing significantly in efforts to
assure a quality instructional staff. This has included conducting a
benchmarking study to compare our faculty and staff salary and benefits
packages to that of teachers in other American schools within Brazil as well as
the local private schools within Salvador. This study revealed disparities that
were addressed by the school Board of Directors and administration through
betterment of salaries and overall benefits packages for all staff.

Professional Development Coursework
Additionally, the school three years ago began a partnership with the
University of Alabama whereby a MA program was initiated at PASB which
offers all teachers who enroll and successfully conclude the program either a
Masters degree in Elementary or Masters degree in Secondary Education.
Professors from the University of Alabama come directly to Salvador and offer
four MA courses per school year right on our PASB campus.
To date a total of 17 PASB teachers have successfully finished all their
coursework and obtained their MA degrees. The direct beneficiaries of this
professional development program are our school’s students as these
teachers have opportunity to apply their recently completed studies directly
to their instructional strategies and methodologies.
The University of Alabama MA Program professors who have this far
conducted the courses have all commented on our PASB teacher cohort as
being the “most talented and dedicated teachers of any of the other
international sites where the university offers the MA degree program.”
In recognition of this achievement, the International Education Programs
Coordinator and the Dean of the School of Education at the University of
Alabama made a point of flying to Salvador to participate in “the first
graduation ceremony” and personally award the MA diplomas to our teachers
who had concluded their studies. The ceremony took place this past
semester.
The school is committed to continuing the MA program with the University of
Alabama through the upcoming years and a new faculty cohort of 17 teachers
are currently enrolled in the Masters Program this school year. Additionally,
five teachers are pursuing their TEAL certificates.
Index
18
Employment of Strong Staff Members
Given our continued enrollment growth and initiation of expanded academic
offerings, as evidenced in the anticipated initiation of the International
Baccalaureate (IB) program in 2012-2013, our recruitment efforts this current
school year included adding a total of 16 new teachers to the school
instructional as well several important coordinators/ support staff members.
The coordinators / support staff have included an IB Coordinator, an
Information Technology (IT) Coordinator, a Middle School Counselor, an
additional Special Needs teacher, and a full-time Secondary Choir/Band
instructor. These new staff members will guarantee ongoing improvement to
our overall educational offerings and assure our students in these respective
school divisions are better supported.
The background of all these incoming staff members is also important to
recognize. These teachers average more than 10 years of prior teaching
experience with 13 having past overseas experience in a previous overseas
school. As the graph below demonstrates, PASB is working diligently to
recruit teachers with strong track records for each teaching post thus
improving performance standards for students and our organization.
School Staff
Foreign
Hire
Local
Hire
30
41
Instructional Staff
Teachers/
Counselors
Assistants/Aides
26
Support Staff
Maintenance/
Cleaning
25
Security
5
Administrators
Principals/
Coordinators
6
Support Staff
TOTAL
4
26
36
127
Quality Indicators for Incoming International Teachers
100%
100%
90%
81%
80%
70%
63%
Percentage

60%
50%
40%
30%
20%
10%
0%
4 or more years of Previous
Teaching Experience
Index
Previous Overseas Teaching
Experience
Multiple/Advanced Degrees
19
Efforts to offer professional development training and support to all
continuing staff members are also a key priority. The school’s Professional
Development budget has been augmented for the last six consecutive
semesters and thus assures the school the opportunity to provide teachers
attendance of professional conferences and workshops both within and
outside Brazil.
A most recent professional development initiative introduced this past school
year has been providing English classes for the non-English fluent members on
the school staff. The classes are offered through partnership with ACBEU
(Associação de Cultura Brasil - Estados Unidos) and permit these staff
members to have English classes offered on campus after school hours. The
lessons require a commitment on the part of the staff to be in regular
attendance of all lessons and also an assessment to be made of their progress.
There are currently 18 staff members taking these lessons 3 times a week. The
result of this program will be a staff that can better participate in general staff
meetings which are primarily conducted in English by the principals and
coordinators, be more able to work with our increasing non-Portuguese
speaking students, as well as participate in international professional
development opportunities.

Administrative Support Staff
Our instructional staff is as effective as the day to day assistance they receive
from our administrative support staff. This staff numbers 19 people and
includes a) 3 secretaries for each of the divisional offices as well as the
Superintendent’s office, b) 2 employees for the HR office, 4 employees for
the accounts receivable and payments office, 2 for the registrar’s office, 2
employees for expatriate and international orders office, 1 school receptionist,
1 school translator, 1 nurse, 1 institutional development coordinator and 2 for
local purchases and photocopying center.
Index
20
SECTION IV
SCHOOL QUALITY ASSURED THROUGH
ACCREDITATION

Dually Accredited
The Pan American School is dually accredited by Brazilian Ministry of
Education and Culture (MEC) as well as the Southern Association of Colleges
and Schools (SACS), Atlanta, Georgia through the organization, AdvancED
which is the largest accrediting agency in the world with 13,000 schools
throughout the United States and the world.
SACS is the recognized
accrediting body in eleven U.S. Southern States and in Latin America.
A team of educators designated by AdvancED visits the school every five years
to conduct a comprehensive study of its purpose, programs, and services as
well as to determine if it is compliance with a set of AdvancED standards and
also its effectiveness in reaching its established mission and vision. The
accrediting standards used by SACS are designed to ensure that a school is
providing a quality education. Nearly 100 quality indicators are examined
ranging from whether the school provides a U.S. style curriculum to the
qualification of teachers to financial resources.
School Quality & Improvement
SACS Research-based Standards
An Accredited School meets Seven Standards of Quality:
1. Vision and Purpose
2. Governance and Leadership
3. Teaching and Learning
4. Documenting and Using Results
5. Resources and Support Systems
6. Stakeholder Communications and Relationships
7. Commitment to Continuous Improvement
An Accredited school engages in Continuous Improvement
with Stakeholder-developed Plan
An Accredited school completes an External Quality Assurance Review
PASB`s most recent QAR visit occurred in April, 2011 and, as result of the visit,
the school was awarded a full accreditation that will be valid through the
school year, 2016-2017. PASB`s re-accreditation status affirmed what has been
its fully accredited status with SACS since 1970 and with MEC since its
founding in 1960.
Index
21
SECTION V
ACADEMIC AND CO-CURRICULAR
PROGRAM OFFERINGS
One of the strengths of offering an American model of education is the school’s
extensive list of opportunities beyond the regular classroom program of
instruction. A student who is both academically and co-curricularly prepared is
better equipped to face the world. Through the arts, music and visual arts
students have opportunities to develop a life-long appreciation of any form of
arts.

Knowledge Bowl
Our school participates each year in the Association of American Schools of
South America (AASSA) Knowledge Bowl competition which occurs each
semester on the campuses of one of the American schools. The Knowledge
Bowl event is one where student representatives from the respective member
AASSA schools across Brazil and South America compete over several days in
rounds of questioning about a variety of subjects, i.e. math, science, world
history, geography, languages, potpourri, etc. It is a tournament where the
best-of-the-best participate and the competition is fierce. Our school’s
Knowledge Bowl teams have consistently demonstrated the talents of our
students and PASB has earned no less than 3rd place for each of the past 6
consecutive semester tournaments. The last two competitions have seen our
PASB team bring back the 1st place trophy among all the participating
schools.
Year of
Competition
Tournament
Site
Number of
Participating
Schools
Final PASB
Placement
1st semester, 2008-2009
PASB
13
3rd place
2nd semester 2008-2009
Rio de
Janeiro
12
3rd Place
1st semester 2009-2010
Chapel School 12
2nd Place
2nd semester 2009-2010
Campinas
12
3rd Place
1st semester, 2010-2011
Recife
12
1st Place
2nd semester, 2010-2011
PACA
14
1st Place
Our school will again serve as host of this semester’s tournament to be held in
October, 2011 after having previously served as site host in 2008-2009. The
event’s return to Salvador and our campus is reflective of the great respect
our students have earned through their dedicated performance and
exemplary representation of our school at all tournaments over the past 6
years.
Index
22
Destination ImagiNation (DI) is a program that stresses collaboration and
team work, creativity and quick thinking and values individuality. Students
form teams of two to seven members and meet on a weekly basis with their
Team Manager to work on a Central Challenge, a “problem” designed to be
solved over a long period of time and an Instant Challenge, a “problem”
designed to be solved in a very short period of time with limited
resources. The Destination ImagiNation program began at PASB just five
years ago in the 2006-2007 school year with one team of just seven
students.
Our PASB Destination ImagiNation (DI) team has grown
exponentially since that time to where in the 2011-2012 academic year, we have
a total of 67 participants on ten teams across both Elementary and Middle
School, all of whom will register for the Affiliate Tournament in São Paulo in
March of 2012.
We also sent a DI team this past May, 2011 for the first time to the DI Globals
competition in Knoxville, Tennessee where we joined just two other schools
from Brazil, the American School in Rio de Janeiro and the Graded School in
São Paulo. Despite PASB being involved in the program for a considerable less
time that both these schools, our PASB delegation were able to successfully
complete several of the global final challenges.

Theater and Art Program
Since 2007-2008, the school has worked to expand the theater program
offered at the school and expand participation in this area within the student
body. Despite limited facilities, this participation has included two play
productions, one each semester. Two of these plays have been taken to
outside theaters for better quality performance. For the past 7 years we have
offered after school drama, including both students-written and copyrighted
production, 2 musicals, one café evening, and three comedy evenings of
copyrighted plays.
In the past school year, 2010-2011, all art and music teachers who were
previously part-time have now been hired on a full-time basis, in an attempt to
improve these programs and meet the demands of our growing student body.
Index
23

Music Program
Another of our program offerings at PASB is our music program. From 2003 2011 the music program has been expanded significantly to provide students
exposure to music from G3 - 5th grades. There are now two music instructors
on campus effective this school year with the hiring of a second full-time
secondary teacher who is responsible for 6th-10th grade music.
In Elementary music appreciation, singing, dance expression, playing
percussion instruments and xylophones, reading music notes and learning
how to play the recorder are part of the curriculum. Several times per year
Elementary students are also provided opportunity to show their skills during
Holiday programs, International festivals and Talent shows.
In Middle/High School Music, during flex periods and in afterschool programs,
choir show group, band, piano, guitar, musical and dance expression are part
of our “Music as a special subject” program. Additionally the regular music
core curriculum includes music appreciation, listening, analyzing, describing
music, and understanding music in relation to history and culture.
Clear illustration of how much effort is being devoted to continued
enhancements to our school music program is the amount of purchased
instruments and equipment that has occurred over the past several years. In
2003 the music department only had 7 big triangles, 1 piano and a few old
coconut shells. However thereafter funds made available by the PTA and
school administration have made it possible to buy a variety of percussion
instruments including chimes, repiniques, cymbals, big, small and medium
shakers, bells and samba hand drums, and a bongo set. Additional purchases
have included 6 keyboards, an electric piano, 25 pianiques, 25 xylophones, and
6 keyboards as well as more percussion instruments for elementary students.
Electronic equipment purchased has included a 16 channel mixer, amplifier,
headphones, microphone and power cables, 5 wireless head microphones, 1
handheld wireless microphone, 6 professional recorder microphones, a power
play head phone distributer and professional sound boxes
With the arrival of a new Middle/High school music teacher this year, efforts
are also being taken now to provide students the possibility of playing in a
school band. The school and parent community are committed to making this
happen and working together in needed investment in band instruments and
parents are also asked to invest in supporting their children to be part of this
wonderful project.
The introduction of an IB program in the 2012-2013 school year also is an
opportunity for introduction of IB music as part of the 11th and 12th grade
curriculum as well in the near future.
Index
24
SECTION VI
CURRICULUM DEVELOPMENT AND
IMPROVED INSTRUCTION
The Pan American School of Bahia is constantly striving for excellence and
evaluating the curriculum and instruction that we use as we work towards
accomplishing our mission of developing lifelong learners and globally responsible
citizens. Over the past six years PASB has consistently reviewed and evaluated
the curriculum to ensure that it is in alignment with our mission and vision
In 2006-2008 the school contracted SIT consultants to work with the staff to reevaluate and update the curriculum, focusing specifically on the needs of our
student body. Teachers organized curriculum into units and developed essential
questions, ELL specific vocabulary, and assessments that reflected their subjectspecific standards. During this time teachers also met in subject areas to modify
the curriculum vertically and to try to coordinate any overlap between the
Brazilian and American Programs.
To further improve upon this process the school hired a full-time Curriculum
Coordinator for the 2008-2009 school year. This individual met with all teachers to
further develop essential questions and a scope and sequence for courses at all
levels. Unfortunately, this position remained vacant during the 2009-2010 school
year. For the 2010-2011 school year the Curriculum Coordinator position was recontracted and teachers began the cyclical process of reviewing, documenting,
and publishing the curriculum on the school’s website.
During the 2011-2012 school year teachers in the Elementary building will be
working with the Curriculum Coordinator to align the curriculum to the Common
Core Standards for English Language Arts. Teachers in the secondary building will
be aligning the curriculum to the Common Core Standards for English Language
Arts and Mathematics. All completed documents can be found on the school’s
website at www.escolapanamericana.com.

MAP
Since May of 2009 students in grades 3 through 10 have
taken the Measure of Academic Progress (MAP) test.
MAP yields rich data that can be used to individualize
instruction and analyze programs to meet every student’s
needs. Based on over 30 years of research, MAP is a key
tool for measuring growth and predicting proficiency over
time.
We concluded our MAP testing season for grades 3-10 on
September 30, 2011. All parents received their student’s
scores included with their first quarter report cards.
It is important that students read daily as well as practice
their math skills. Research indicates that the more a child
reads the more they achieve (see chart) (Scientific
Learning Corporation, 2008).
Index
Independent
reading minutes
per day
Typical percentile
ranking on
achievement tests
Words read per
year
1 minute
Bottom 10%
8,000
10 minutes
Top 30%
622,000
21 minutes
Top 10%
1,823,000
65 minutes
Top 2%
4,358,000
25
Content Area: Social Studies
Grade: 7
Curso
Serie
Standards/Content
Padrões / Conteúdo
The Fall of Rome
SS.1.III.a. Use key concepts such
as chronology, causality, and
conflict to identify patterns of
historical change.
SS.2. Students will understand
causes and effects of interaction
among societies, including trade,
systems of international
exchange, war, and diplomacy.
(Connections and Conflict)
The Middle Ages
SS.2.III.a. Explain forces for
change that result in increasing
world interaction, including:
Environment, Belief systems
(e.g. religion, politics),
Economics, Geography,
Ethnicity, Race, Gender, Culture,
Balance of power
Learning Objectives
Objetivos de Aprendizado
Students will be able to
identify and explain the
factors that led to the fall of
Rome.
Vocabulary
Vocabulário
Mercenaries
Inflation
Constantine
Diocletian
Constantinople
compare and contrast the
factors that led to the fall of
Rome and modern day
evidence of the factors.
Students will trace the origins
of feudalism and how it
worked
Students will evaluate the
positive and negative aspects
of feudalism as a political,
social and economic system
Students will describe the role
of the Church in medieval
society
Students will trace the growth
of cities and the rise of the
merchant class and how it
affected life in the middle
ages
Students will understand the
affect of the Black Death or
plague in the middle ages
Quarter: 1st
Unidade
Assessments
Avaliações
Cartoon Board of the
fall of Rome
Resources
Recursos
Textbook: World Explorer:
The Ancient World
Short Essay test
Plays: Lifestyles in
Ancient Rome
Middle Ages
Medieval
Feudalism
Vassal
Serf
Manor
Self-sufficient
Guild
Clergy
Apprentice
Chivalry
Charlemagne
William the
Conqueror
Saladin
2 Mini plays depicting
feudal relationships
Textbook: Medieval Times
to Today
Note taking
Film series:
Project: Two tales of
One City (small groups
comparing and
contrasting a European
city in Middle Ages and
today)
History of the Middle Ages
The Social Structure:
Feudalism
The Doctor in the Middle
Ages
Test: short essays
Crusades
Pope Urban !!
Holy Land
Palestine
Jerusalem
Students will explain the
religious and economic
reasons for the Crusades
Students will evaluate the
actions of the crusaders and
how the Crusades changed
medieval life
Renaissance
SS.1.III.a. Use key concepts such
as chronology, causality, and
conflict to identify patterns of
historical change.
Index
identify and explain the
characteristics of the
Renaissance
evaluate the changes in
Europe as a result of the
Renaissance
City-states
Renaissance
Medici family
Patron
Reformation
Protestant
Individual Research
report on Renaissance
person of student´s
choice (3 pages with
sources listed)
Textbook: Geography and
Culture Western
Hemisphere
Documentary: Life of
Leonardo da Vinci
Quiz
26
RIT SCORE
MATH MAP SCORES TREND DATA
GRADES 3-5
230
225
220
215
210
205
200
195
190
185
180
222
219
211
210209
203202
201 202
225 224
2008-2009 PASB
202
2009-2010 PASB
2010-2011 PASB
International Norms
3
4
5
GRADE
RIT SCORE
LANGUAGE MAP SCORES TREND DATA
GRADES 3-5
230
225
220
215
210
205
200
195
190
185
180
221
215
213
212
208
204204203
201
213
208
205
2008-2009 PASB
2009-2010 PASB
These charts demonstrate PASB
MAP scores from 3rd through
10th grades in which students
are administered the
assessment instrument. As can
be seen, PASB students meet or
exceed the international norm
(composed of 154,000 students
in 94 different countries) in
almost every subject across all
grade levels. This is the result
of teachers working together
across each school division to
establish goals for all students
and help meet these goals.
When looking at the data it is
important to note that in
Grades 3 and 4, the initial grade
levels for which the test is
administered, the results are
mixed and are an area of
attention that we are working
to strengthen. On the other
hand, by Grade 5 our students
perform well above the
standard and our objective is to
assure further improvement.
2010-2011 PASB
International Norms
3
4
5
GRADE
RIT SCORE
READING MAP SCORES TREND DATA
GRADES 3-5
230
225
220
215
210
205
200
195
190
185
180
217
209
198
201
215
211
211
205
203203
2008-2009 PASB
199198
2009-2010 PASB
2010-2011 PASB
International Norms
3
4
5
GRADE
Index
27
RIT SCORE
MATH MAP SCORES TREND DATA
GRADES 6-10
260
255
250
245
240
235
230
225
220
215
210
205
200
195
190
185
180
252252253
248
241
236
237
229230
226
243
238 237
Grades 6, 7 and 8 are also
generally very strong and have
showed improvement year
after year. Grades 9 and 10
have additionally been well
above the norm.
254
251
249
239
238
230
228
2008-2009 PASB
2009-2010 PASB
2010-2011 PASB
International Norms
6
7
8
GRADE
9
10
Teachers will be focus on
making data-driven decisions
throughout the next semester
in anticipation of the next
testing sessions. During the
2011-2012 school year, teachers
will also be receiving further
training and professional
development to analyze
student data and use it to
inform their instruction.
Students and parents will also
be provided orientation on how
to interpret the data and tools
that they can use to provide
reinforcement.
Index
28
MAP AVERAGE SCORES PER GRADE LEVEL
2010-2011 SCHOOL YEAR
2nd Testing Period (May 2011)
Grade
3
4
5
6
7
8
9
10
n
n
Math
201
202
224
230
230
248
253
251
District
Reading Language
199
203
203
205
215
215
223
224
223
223
232
230
226
229
231
231
International Norms
Math Reading Language
203
198
201
212
205
208
220
211
213
226
215
216
228
219
220
237
224
223
239
224
223
238
223
220
indicates at or above the International Norms
indicates below the International Norms
2011-2012 SCHOOL YEAR
Below are several of the
internet links that provide
students with additional
practice and reinforcement
material to help them retain the
subject material they have
learned over the course of the
school year.
Math Practice
This website correlates the
student´s MAP score with
practice activities online:
http://
www.sowashco.k12.mn.us/RO/
Pages/studentlinks/map/
This website provides videos of
math concepts that are indepth and can answers
student’s questions:
http://www.khanacademy.org/
1st Testing Period (September 2011)
Grade
3
4
5
6
7
8
9
10
n
n
Index
Math
195
203
215
224
232
236
251
246
District
Reading Language
192
198
200
204
209
213
214
218
223
224
224
224
234
232
227
228
International Norms
Math Reading Language
194
192
195
205
200
202
214
207
210
222
213
214
227
217
218
235
222
222
237
224
223
238
223
222
indicates at or above the International Norms
indicates below the International Norms
Reading Practice
In addition to reading daily for
at least 30 minutes, students
should use this website which
correlates their MAP score with
practice activities online:
http://
www.sowashco.k12.mn.us/RO/
Pages/studentlinks/map/
reading.htm
29

Meeting the Needs of All PASB Students
School-Wide Student Goal Setting
The school purchased this past year and began implementing a software
called “Naviance”. This program is a comprehensive web-based portal
designed to assist students in academic goal setting as well as educational
career planning. The process involves students logging in with a personal
username and password to establish their goals. It allows students to
establish both short and long term goals and thus inspire individual
success. The students’ goals are elaborated through the involvement of
the school counselors and classroom teachers and subsequently permits
monitoring and viewing of student work and activities. Naviance also
assists the school in increasing academic expectations as a result of the
students taking more individual ownership
of their goals and
transforming them into more focused study habits.
Learning Centers
Effective this school year, we have two learning center spaces on campus,
one for elementary and one for secondary students to serve our students
who require additional learning support. Efforts in both divisions have
been focused on providing learning assistance to all students with
identified learning needs as well as gathering assessment data to
corroborate and measure grade level performance across subject areas.
Elementary Division Support
PASB begins to offer learning and behavioral support services as of our G5 or Kindergarten program. As of October 2011, ninety-one (91) students
representing thirty percent (30%) of students receive learning or
behavioral support beyond what can be provided by the regular teacher
during the school day. The needs of these students were met through the
support of two learning specialists and two language specialists. This
creates a ratio of 23:1. Based on the exceptional needs of some of our
students, the size of this ratio prevents us from always meeting the needs
of all students.
Elementary Reading
In the elementary division, we believe that one of the most important
skills that students learn is the ability to read fluently in order to learn. A
child that is an excellent reader is a confident child, has a high level of self
esteem and is able to easily make the transition from learning to read to
reading to learn.
At the beginning of the 2010-2011 school year, the elementary division
implemented an assessment instrument, DIBELS (Dynamic Indicators of
Basic Early Literacy) to assist in measuring student reading levels. DIBELS
is a U.S. based assessment instrument that was created after research
conducted at the University of Oregon in the late 1980s. Since then, a
large number of schools across the United States have adopted use of
DIBELS and ongoing series of studies on DIBELS has documented the
reliability and validity of the measures as well as their sensitivity to student
change. Research on DIBELS continues at numerous universities and
research institutions around the world.
Index
30
PASB is the only school in Salvador that utilizes this important assessment
and through this instrument, students from kindergarten through third
grade are given Benchmark Assessments three times a year in August,
Febuary, and May that measure the critical areas of early reading:
phonemic awareness, phonics, fluency, comprehension, and vocabulary.
Students in fourth and fifth grade are assessed in the areas of fluency and
comprehension. MAP is also administered in grades 3-5 two times each
year mid-way through each semester.
Student reading needs are determined by a triangulation of data including
DIBELS (Dynamic Indicators of Basic Early Literacy), MAP (Measures of
Academic Progress), and classroom observations. Currently at PASB, the
DIBELS data (see chart on the next page) has revealed that elementary
reading performance levels range from 49-74% of the desired benchmark
by grade levels, excluding 1st grade. Dibels national norms indicate that
80% of students should be achieving benchmark expectations
Students that are identified as being well below benchmark level receive
progress monitoring to chart growth and provide more timely feedback to
teachers. This effort for the 2011-2012 school year will include having
Learning and Language specialists and well as teachers and teacher
assistants work within the established reading groups to provide more
individualized support and strategies. These groups are determined by
student need and are differentiated to scaffold learning in an appropriate
way for the needs of the group and achieve general classroom objectives
Another important aspect of improving reading across the elementary
division this year will be efforts to assure participation of all parents.
Parents themselves must understand the importance of reading at home.
If they themselves are not aware of it, it won't be possible for them to
inculcate the reading habit in their children. The recently introduced
Parent Academy which offers a series of helpful parent workshops has
already included this topic and future sessions will again be devoted to
this critical component of an elementary child’ s education.
PASB has also attempted to include parents in this important process by
providing resources that outline specific strategies for encouraging
reading that families can implement at home as well as sending home data
through report cards and DIBELS testing documents.
Index
31
DIBELS COMPOSITE SCORE
Beginning of Year
Middle of Year
Not tested yet
Not tested yet
End of Year
Kindergarten
9% (n=4)
22% (n=10)
70% (n=32)
First Grade
61% (n=25)
80% (n=36)
74% (n=31)
10% (n=4)
7% (n=3)
10% (n=4)
29% (n=12)
13% (n=6)
17% (n=7)
95% (n=40)
68% (n=30)
64% (n=29)
5% (n=2)
18% (n=8)
24% (n=11)
0% (n=0)
14% (n=6)
11% (n=5)
Second Grade
Third Grade
Not tested yet
58% (n=25)
57% (n=25)
9% (n=4)
23% (n=10)
33% (n=14)
20% (n=9)
54% (n=22)
55% (n=22)
34% (n=14)
35% (n=14)
12% (n=5)
10% (n=4)
60% (n=25)
49% (n=19)
19% (n=8)
23% (n=9)
21% (n=9)
28% (n=11)
Fourth Grade
Not tested yet
Fifth Grade
Not tested yet
Status
Score Level
Likely Need For Support
n
At or Above Benchmark
Likely to Need Core Support
n
Below Benchmark
Likely to Need Strategic Support
n
Well Below Benchmark
Likely to Need Intensive Support
Index
32
Secondary Division Support
PASB offers support services to the Middle and High school sections for
students ranging from 6-12th grade. Services are rendered based upon
the following criteria: The structure of support services in the secondary
schools operates in three primary modes:
CO-PLANNING
Teachers work on a regularly scheduled
basis with the support specialist to plan
lessons (including activities and
teaching strategies) that incorporate
differentiated instruction and learning
sensitivities.
CO-TEACHING
Secondary teachers work independently
with classroom sizes that can range from
12 to 25 students. The support specialist
works with teachers, in-class, to provide
instructional variation, reinforcement
and small group/individual
assistance. Classes are conducted with a
focus on developing comprehension of
the lesson objectives through modeling
and variegated instruction.
FOCUSED SUPPORT
Students receive goal focused
(objectively based and individually
tailored) support outside of regular
class time. This support varies between
small group (3-5 students) and
individualized sessions. The support
sessions vary in length from 15-60
minutes, depending upon learner need.
Presently, the secondary student support specialist is providing assistance
to a variety of identified students. Additionally the support specialist is
responsible for working with instructors from grades 6-12 in both the
American and Brazilian diploma models. This support consists of three
principle areas designed to better facilitate student access to the
curriculum.
1
2
3
The support specialist, in cooperation with the Curriculum
Coordinator, works with the classroom teachers to ensure that
Incorporation of Content and Language instruction is planned and delivered with the language learning
needs of our students as a principle concern. The school is
Objectives in Instruction
currently evaluating instructional training programs that could
potentially assist with this process.
Teacher Observation,
Feedback and Support
The support specialist has developed a tool that would allow
teachers to observe lessons, provide feedback and in-turn tailor
professional development support for all teachers. This tool is
currently being vetted by the administration and technology
department prior to general training and implementation.
School-wide Positive Behavior Support
Program
The support specialist is currently being trained in a behavioral
support program that will be presented to the administration as
a systematic approach to developing a constructive learning
community based upon teaching model behaviors (e.g. hallway
and in-class conduct, bullying support, culture of pride in
academic achievement, etc.).
A major component of the support service program is communication
within the school community. Focused meetings with parents and outside
service professionals are regularly scheduled as determined
necessary. Additionally, the support specialist facilitates communication
between parties when necessary through email, telephone
communication and assisted meetings.
Index
33

ESL / PFL Instruction
The school has taken measures to create new and more appropriate
classrooms for ESL and PFL instruction. Changes have also been made in the
way of teacher assignments to ensure more effective student-teacher ratios
to permit more individualized instruction to these students.
Additional
materials have also been purchased to facilitate instruction and the curriculum
is currently being reviewed to assure greater correlation to the regular
classroom instruction.
Portuguese as a Foreign Language (PFL) Department
The PFL program is designed to provide our international students the
opportunity to learn a foreign language as well as the means to effectively
communicate with other students and to develop a greater appreciation
to cultural differences and similarities. As a support system, the PFL
program can also assist students with initial frustration and conflict, and at
the same time expose them to the wonder and beauty of a new country
and culture.
In the Academic Portuguese course, students learn how to use the
language in different academic situations. Like the “Survival Portuguese
Course,” the aim is to help improve all aspects of language ability;
speaking, listening, reading and writing. However, this curriculum
emphasizes an academic-grammatical approach to improving writing and
speaking. Upon conclusion of this course, students are able to attend
regular Portuguese courses at Pan American School of Bahia.
Our methodology is focused on the communicative and integrationist
approaches and uses language in simulations of daily life activities in a pullout system where our foreign students have special language lessons.
There are now three levels available:
Beginner
for students who have never studied Portuguese before
or have little background knowledge.
Intermediate
for students with some knowledge of the Portuguese
language
Upper Intermediate /
Advanced
for students who already speak the language and know
the more advanced grammatical elements
Students will review structures, expand vocabulary and become more
fluent.
Index
34
English as a Second Language (ESL) Department
The ESL program supports the needs of non-native students who have
limited skills in English. The aims of our ESL program in Grades 6-12 are to
enable the students to access the curriculum of the school, to develop
broad communication and interaction skills, and to acquire strategies for
learning in all subject areas. Designed to support specific areas of need as
well as monitor the academic progress in the core classes. PASB’s ESL
program includes both sheltered and pull out instruction.
The ESL sheltered program is based on the belief that ESL students are an
integral part of PASB and that their needs are best met in the classroom
with its language - rich environment. In a collaborative co-teaching
arrangement, the tutorial teacher collaborates with the core subject
teachers in instruction to provide a cohesive learning environment and inclass after school ESL support for our bilingual students.
The ESL teacher attends English classes for 6th to 8th grades once a week.
Successful co-teaching means that all members of the team understand
and agree to a common mission and have positive beliefs about inclusion
and adapted teaching to meet individual needs.
The ESL Pull OUT students are provided with an environment where they
feel a sense of belonging while learning to take risks. It is also designed to
help students make a successful transition from their previous school
while developing academic English language skills. The school is also
considering the opportunity to develop an Open Talk conversational class
once a week after school to further assist students in acquiring oral
language competency.
Index
35
SECTION VII
TECHNOLOGY / MULTIMEDIA
NEEDS FOR THE 21ST CENTURY

Renweb - Student Data Management System
The school recently implemented a new Student Data and Administrative
Management software program called Renweb. The program was adopted
after an extensive search of several other software programs that are used in
other American/international schools throughout the region. The choice of
Renweb resulted from its flexibility in application and use as well as its being a
web-based system. Over this last school year and this current year, the system
has been being implemented.
Student data migration is currently being verified to assure the accuracy of
student / family data. Renweb is also being used by 5th grade, Middle and
High School as the online gradebook and all progress reports and report cards
are being generated directly from within Renweb. Early Childhood and
Elementary School are using Renweb to generate report cards. There are
currently two pilot groups of students who have access to their online grade
books, as well as one parent pilot group who has access to their children’s
online grade books. All online grade books, from 6th-12th grade will be open
for students and parents during the upcoming semester.
Restructuring of IT Personnel
The Pan American School of Bahia hired a fulltime IT Coordinator
specialized in Educational IT for the 2011-2012 school year. The new IT
coordinator has a Master’s Degree in Educational Technology and
Management and work experience in previous international schools, both
as a teacher and IT coordinator, which a specialization in implementing
21st century educational infrastructure. By hiring a new IT coordinator,
PASB has defined its commitment to creating a 21st Century learning
environment.
The IT department has been restructured to more efficiently handle
teacher requests and network issues by defining roles and tasks within the
IT department. There are also tentative plans on moving computer
teachers out of the labs and into the classrooms to facilitate and coach
teachers in integrating technology into the core curriculum.
Index
36
Network Infrastructure
There are three main pillars in creating a solid infrastructure backbone of
21st century educational environment: internet bandwidth pipe, wireless
network, and wired network. A 10 MB fiber optic infrastructure upgrade is
currently being installed between the Internet service provider Inelig23’s
Central Office into PASB campus to address the necessary first step in
creating a strong infrastructure backbone. The 10MB connection will be renegotiated yearly, to handle the expediential growth of connectivity
demands. The wireless network is currently being planned and negotiated
with Aerohive networks, a US company that specializes in educational
wireless networks. A POC (Proof of concept) is scheduled for midacademic year. The wired network is also currently being planned and
negotiated with two local venders, with a focus on creating a virtualized
network that will greatly reduce long-term costs, and human resource
demand.
Client Infrastructure
The Educational and Administrative Staff ratio to computer is: 1.2-to-1, with
all computers well above required Window 7 capabilities. The student to
computer ratio is 6-to-1, which consists of 2 dedicated computer labs, 15
work stations in the Media Center, and two Laptop carts. The laptop carts
will be allocated to Elementary school and a policy of encouraging
students to BYOD (Bring Your Own Device) for MS and HS is currently
being planned with the needed wireless infrastructure to support this use.
Every classroom is now equipped with a projector, and a POC is being
scheduled with Aver Pens, an interactive device that will enhance the
projector capabilities.
Learning Management Site
PASB recently signed a three year agreement with AASSAnet: World
Virtual School Project, which will host the LMS (Learning Management
Site) Moodle for all schools involved. The U.S. Department of State Office
of Overseas Schools has been working with the regional associations
worldwide to develop a Moodle-based site as part of the World Virtual
School Project (called AASSAnet in South America). This project was
initially developed to provide schools with emergency readiness, such as
possible closures due to natural disasters, pandemics, or other unforeseen
emergencies. However the system will also provide us access to an offsite
learning management system and a community web portal to expand
academic applications beyond the classroom.
Index
37

School Media Center
A school´s media center is one of the most important facilities on a school
campus. The school media center provides information and ideas that are
fundamental to functioning successfully in today’s information and knowledge
-based society. Research studies continue to show that an active multimedia
program makes a significant difference to student learning outcomes. A
school multimedia center is pivotal to the 21st century educational experience,
and the base for a positive attitude by young people towards information
skills development, lifelong learning and enhancing their life chances.
Efforts to improve our PASB media center have been ongoing over the last
several years. This has included taking measures to make the physical space
more attractive as well as updating and expanding our current overall
collection. Much progress has been made and in the past two school years we
have not only expanded our overall holdings, but also significantly bettered
the average age of books and materials in our collection. The graph below
demonstrates how through weeding older materials and purchasing new
materials, we have updated the average age of our holdings from 1990 to
1995. A quality media center collection should have an average age of 15 years
dating back from the current year, or in other words, “1996” for our current
holdings. In short, we have almost reached our goal.
Collection Analysis (by 100s) - Average Age
Generalities
Philosophy and Psychology
Religion
Social Sciences
Language
Natural Sciences/Mathematics
Technology
The Arts
Literature and Rhetoric
2009
Geography and History
2011
General Fiction
Reference
Biography
Professional
Easy
A/V
Portuguese
Portuguese Jf
1950
Index
1960
1970
1980
1990
2000
2010
38
The chart below provides a visual representation of how our library holdings
are divided. Our non-fiction collection comprises 38.6% of our collection,
divided in the pie chart into the respective 10 categories of 000- 900. The
fiction collection is 25.58%, the Portuguese fiction section is 5% and picture
books are 21.94%. This breakdown is for the most part in keeping with
recommended percentages.
Collection Analysis (by 100s) – Main Classification Percentages
0.02%
3.34%
1.73%
0.63% 0.58%
0.65%
5.21%
0.58%
Generalities 0.63%
9.55%
Philosophy and Psychology 0.58%
Religion 0.65%
21.94%
Social Sciences 5.21%
Language 0.58%
4.02%
Natural Sciences/Mathematics 9.55%
Technology 4.02%
3.74%
The Arts 3.74%
Literature and Rhetoric 3.34%
Geography and History 10.33%
3.34%
1.23%
General Fiction 25.58%
Reference 4.64%
2.89%
Biography 2.89%
Professional 1.23%
10.33%
4.64%
Easy 21.94%
A/V 0.02%
Portuguese 3.34%
Portuguese Jf 1.73%
25.58%
Another area of substantial growth is subscriptions to database and online
services. While we have subscribed to the EBSCO database for the past few
years, we have expanded our offerings to include Newsbank (a database of
English newspapers world-wide, especially useful for MUN) and World
Conflicts Today (detailed and simple to read information of major world
conflicts, including slide shows). We also have TumbleBooks for elementary
students, with animated, narrated books available online.
In addition, this past year we have begun purchasing e-books available for
online viewing. Brain Pop and Brain Pop Jr. are another new addition, offering
educational videos on every topic imaginable. Finally, we are installing the
newly purchased Safari Montage which will offer hundreds of educational
videos available throughout campus computers. All of services mentioned are
available to the school community through the library page of the school
website. Usernames and passwords are required off-campus.
Index
39
As our student population grows and our incentives to encourage reading
continue, our library check-out statistics are on the rise. The following graph
provides us most enthusiastic encouragement of how PASB’s library is
appreciated by our community. We are committed to improve and offer more
services each year.
Checkout Book Numbers
18,000
16,000
14,000
12,000
10,000
8,000
6,000
4,000
2,000
0
2005.1 2005.2 2006.1 2006.2 2007.1 2007.2 2008.1 2008.2 2009.1 2009.2 2010.1 2010.2
With the introduction of the International Baccalaureate
(IB) program this coming year, this will also result in a
variety on new resources, both online and also in the way
of printed version, being added to our overall collection.
Index
40
SECTION VIII
COMMUNITY SERVICE
The school places great value in providing our students an appreciation of the
importance of serving the community in need around us. Our school programs
include an Environmental Awareness Club and Community Service Committee.
Several outreach initiatives provide students and staff members the opportunity
to make a difference in the lives of those less fortunate. As can be noted below,
the contributions of our PASB student body have included everything from
offering language instruction and school materials assistance to orientation
sessions on the importance of our ecosystem and preservation of our
environment.
School Year
Foundation/Association
Assisted
Type of Assistance
Rendered
# Participants
Involved
PASB Students
2009-2010
Creche Municipal Mae
Marieta in Jussari
Donation of Materials and
sponsorship of educational
activities
60
18
2009-2010
Escola Simões Filho
English and Spanish
Instruction
25
15
2009-2010
Lar Harmonia
Christmas Festivities – Donation
of Christmas gifts for orphanage
250
30
2009-2010
Bairro Ribeira, Salvador
Library Construction
Project
60
35
2009-2010
Run For Haiti - COHP
Children of Haiti Project
Earthquake Relief Financial
Assistance
90
50
2010 -2011
Lar Harmonia
English and Spanish
Classes
30
15
2010-2011
Lar Harmonia
Mathematics & Portuguese
Subject Tutoring
25
15
2010-2011
Colegio Municipal
Allan Kardec
Environmental Awareness
Classes
30
10
2010-2011
Colegio Estadual Rotary
Classes
32
10
2010-2011
Colegio Municipal Irma
Dulce
Classes
30
12
2010-2011
Feira da Fraternidade
Social and Community Materials
Assistance
over 1000
20
2010-2011
Instituto Cultural Brasil Itália
Europa
Help build a playground for
Ajuda Social à Criança
around 90
40
2011-2012
Escola Estadual
Dona Jenny Gomez
Classes
29
10
Index
41

Ecology Awareness Initiatives
In addition to our community service and environmental efforts, another very
important demonstration of our strong and positive student involvement is
our PASB recycling commitment.
PASB this past year became the first school of all of the other 14 American
schools within Brazil to successfully remove the use of plastic cups on campus
in the school canteen. Effective the onset of the 2010-2011 school year, all
plastic cups were replaced with “inox” cups in the serving of drinks during all
lunch periods. This initiative has resulted in the amount of 40,000 plastic cups
no longer being discarded every month throughout the school year.
Our school is also the “first school in Brazil” to institute a policy of “going
completely plastic cup free” for all students. Through the encouragement of
students to bring their own drinking containers from home, the school is
committed to having no more plastic cups on campus ands through this
initiative saving upwards of 450,000 cups per year from being discarded.
This campaign which has been student- designed and student-led also resulted
in our school being represented at the first-ever Global Initiatives Network
(GIN) Conference that was held at the Franklin Delano Roosevelt America
School in Lima, Peru. Our PASB delegation was one of 15 delegations
representing South America.
Index
42
SECTION IX
STUDENT LEADERSHIP OPPORTUNITIES

NHS / NJHS
PASB also has strong and active involvement of students through the school’s
chapters of the National Honor Society and National Junior Honor Society
organizations. Student participation has become infectious with the desire of
students from elementary to secondary to make a contribution of their time
and energies to those less fortunate in our school as well as greater Salvador
communities. Most recently a children day’s event was organized by the
National Honor Society (NHS) where a variety of games were organized for
the children of our school’s maintenance and cleaning employees. This special
day of activities was totally planned and organized by the students and
provided a tremendous success with much gratitude felt by all the school’s
support staff employees.
2010-2011 NHS PROJECTS
2010 Campaign for a
Cleaner Campus
2010 Children´s Day for
Support Staff
2010 Christmas Party for Lar
Harmonia Children
2010 Christmas gifts for
Support Staff
2011 Easter Egg Campaign
to help Orphanages
2011 Fashion Show to help
Ajuda Social à Criança
2011 Teacher-Student
Integration Sports Day
Book Swap
Peer Tutoring
Orphanage Visits on
Weekends
English/Portuguese/Spanish
classes to Lar Harmonia
students after-school
Teacher Assistance
School Environment
Index
43

MODEL UNITED NATIONS
One of our most popular and renowned activities at PASB is Model United
Nations (MUN). Students around the world participate in this activity that
simulates the real United Nations where students act as UN delegates from
their respective countries and serve on different committees seeking to build
consensus as they find solutions to important global issues, while protecting
their country’s vested interests.
The Model United Nations program at PASB plays an important role in our
mission of creating responsible global citizens, and foments our core values of
thinking critically and communicating effectively orally and in writing
(including public speaking). PASB’s MUN program is unique in that it is not
only an extracurricular activity, all high school students participate in MUN as
we integrate MUN into the Social Studies and English Language Arts
curriculum. This unit of study culminates with the participation of the entire
high school in our annual Salvador Model United Nations Conference
(SALMUN).

SALMUN
For 4 days in November every year, all PASB high school students participate
in our annual Salvador Model United Nations Conference (SALMUN) either as
delegates or as part of the Leadership Team (Caucus leaders/Committee
chairs, etc.) This annual events is an integral component of our secondary
division and includes the participation of all our students from grades 912. Student leaders run the entire conference and PASB faculty serve as
evaluators. Grade 8 students serve as “messengers” during the conference,
providing a great service and getting valuable exposure to this event.
Students from at least 6 other schools from all over Brazil participate each
year alongside our PASB students. Visiting schools that participated in the
past two years include: American School of Recife (EAR), British School of Rio
de Janeiro (BSRJ), American School of Rio (EARJ), American School of
Campinas (EAC), St. Paul’s School (São Paulo), International School of Curitiba
(ISC), Pan American School of Porto Alegre (PASPA).
Index
44

BRAMUN
The Brazil Model United Nations Conference is a five-day MUN conference
that involves top student delegates from 14 international schools from all over
Brazil and Argentina. The 9th Annual Brazil Model United Nations (BRAMUN)
took place at the Iberostar Bahia resort in Praia do Forte, Bahia from March 16
-20, 2011.
Reflective of the high regard held for PASB’s Model United Nation
programs, this was the first time the venue was changed from Angra dos Reis,
RJ to Bahia. It was also the first time the same school that coordinated and
trained the chairs /student leadership team, was in charge of the BRAMUN
conference itself as well.
Anecdotally, many long time delegates and MUN directors who have been to
multiple BRAMUNs commented about how this conference exceeded others
in terms of the professionalism of the chairs, the running of the committees,
delegate preparation and level of debate as well as the quality of the facilities
and general atmosphere of the conference.
PASB will continue in its organizational role for BRAMUN 2012. To this end, the
brilliant group of chairs from 9 different schools selected for BRAMUN 2012
met in Salvador for a leadership training retreat on August 26th-27th, 2011.
They will continue to work together online in order to prepare for BRAMUN in
March 2012.
As an extracurricular activity, top PASB MUN students have participated as
delegates and/or as chairs for the past 9 years in BRAMUN. Over the past 4
years, PASB students have consistently won multiple awards for Best
Delegation and we have had several PASB students chosen to be committee
chairs and part of the BRAMUN leadership team.

OTHER MUN CONFERENCES
(SPMUN, BSRJMUN & Harvard MUN)
PASB MUN students also participate as delegates in several other MUN
conferences travelling all around Brazil and internationally. For the past 2
years, PASB students have participated in the annual São Paulo MUN
conference (SPMUN). SPMUN 2010 was hosted by Graded School and our 10
delegates received 4 awards and one PASB student served as a Vice-Chair for
the ECOSOC committee. For the past 5 years, PASB students additionally have
participated in the annual British School of Rio de Janeiro MUN Conference
(BSRJMUN) in May.
For the first time, a PASB MUN delegation traveled internationally to the
United States in January 2011 to participate in the Harvard University Model
United Nations Conference (HMUN). This prestigious event includes over
2,500 high school students from more than 200 high schools around the
United States and the world. This was the first time that PASB had ever been
invited to attend this conference. PASB students’ participation in the HMUN
conference was combined with an educational trip to San Francisco where
students visited US colleges and famous landmarks and tourist attractions.
Index
45
SECTION X
ATHLETIC PROGRAM
PASB’s Athletic Department has been expanded considerably over the last several
years. Our school’s teams participate in the International Schools Sports League
(ISSL) Tournaments that are held in both semesters for high school students as
well as the Friendship Festival Tournament that takes place for middle school
athletes. These events provide opportunity for all our students in both divisions
to represent our school on the field and on the court in a variety of sports. Our
high school athletes participate in boys’ and girls’ basketball and soccer in the 1st
semester tournaments and boys’ futsal, girls’ soccer, and boys’ and girls’ volleyball
in the 2nd semester event. Our middle school students play in the sports of boys’
and girls’ basketball, soccer and volleyball during their competition in the
Friendship Festival Tournament.
The number of students desiring to become part of our athletic program also
continues to grow each semester. Due to the larger number of MS students
attending practices, we have instituted a policy to permit them to participate in
HS practices and thereafter be integrated into a HS team. The number of MS
desiring to participate in sports practices has increased to the point that we now
have a waiting list for our futsal, soccer and volleyball teams.
Athletics Participation
2007 - 2011
200
174
180
155
Number of Participants
160
142
140
125
120
100
80
60
40
20
0
Oct. 07/08
Index
Oct. 08/09
Oct. 09/10
Oct. 10/11
46
Our teams have compiled the following overall standings in tournaments over the
last three season:
ISSL - International School Sports League Season I
School
Year
Boys
Soccer
Girls
Soccer
Boys
Basketball
Girls
Basketball
Participant
Schools
2008-2009
6th Place
2nd Place
4th Place
3rd Place
PASB, St. Paul´s, EABH, PAIS,
Trinity, Liberty, ISC, British
2009-2010
5th Place
4th Place
5th Place
4th Place
PASB, Trinity, EABH, PASPA,
British, ISC, PAIS, St. Paul´s,
Nations
2010-2011
4th Place
4th Place
5th Place
5th Place
PASB, EABH, British,
St. Paul´s, ISC, Nations, PASPA
ISSL - International School Sports League Season II
School
Year
Boys
Futsal
Girls
Soccer
Boys
Volleyball
Girls
Volleyball
Participant
Schools
2008-2009
3rd Place
3rd Place
1st Place
1st Place
PASB, EABH, ISC, Nations,
PASPA
2009-2010
2nd Place
4th Place
1st Place
3rd Place
PASB, EABH, ISC, EAR,
Nations, PASPA
2010-2011
2nd Place
2nd Place
1st Place
4th Place
PASB, EABH, ISC, Nations,
PASPA

ISSL / FRIENDSHIP TOURNAMENTS
Our athletes are also being offered opportunities to participate in local
competition in between the ISSL and Friendship tournaments. These games
are played in smaller tournaments with the following schools:
Local Tournament Participation
Year
Sport
Event
Place
Participant Schools
2008
MS Volleyball
LIBAV
4th
PASB, CSP, Sartre, Baneb, Apoio, Marista, CAV
2008
HS Futsal
FEEPS
Participation
PASB, Mendel, Apoio
2008
MS Futsal
TEP
Runner-up
PASB, Módulo, Integral
2009
HS Basketball
FEEPS
4th
PASB, Militar, SESI
2009
MS Volleyball
LIBAV
Girls 2nd Place
PASB, CSP, Módulo, Apoio, Marista
2010
MS Volleyball
LIBAV
3rd Place
PASB, CSP, Módulo, Apoio, Marista
2010
HS Basketball
FEEPS
Runner-up
PASB, Sartre, SESI
Index
47
SECTION XI
AFTER-SCHOOL PROGRAM
The Pan American School provides students the opportunity to participate in a
wide array of after-school activities. Given the fact that the program is offered on
our PASB campus, this results in our parents having the convenience of giving
their children exposure to a variety of activities without having to take them to a
club or other site off campus. Activities are offered by a strong team of coaches
that come to the PASB campus throughout the week to provide their skilled
coaching. There are over 200 students involved in the after-school program and
the chart below demonstrates the number of opportunities made available to
them:
Activity Offered
Number of Students
Basketball
7
Capoeira
15
Gymnastics
20
Karate
15
Music
21
Soccer
45
Swimming
70
Volleyball
17
2010-2011 After-School Activities
8%
3.50%
7%
Basketball
9.50%
Capoeira
7%
33.50%
Gymnastics
Karate
Music
10%
Soccer
Swimming
Volleyball
21.50%
Index
48
SECTION XII
ASSESSMENT MEASUREMENT /
CONFIRMATION
Our secondary students sit each year the Standardized Achievement Test (SAT)
which is used by U.S. colleges and universities as part of their selection criteria for
students applying to pursue studies in their respective educational programs.
Our students earn scores consistently above the national average for U.S.
students who take these same examinations.
SAT Range/Average Scores – Class of 2011
PASB mid-50 range
PASB average
U.S. average
Critical Reading
550-590
575
501
Math
560-640
604
516
Writing
530-590
561
492
PASB mid-50 range
PASB average
U.S. average
Critical Reading
580-640
608
501
Math
550-620
600
515
Writing
540-600
588
493
SAT Range/Average Scores – Class of 2010

Advanced Placement Program Success
PASB has taken strides over the past two years to augment its Advanced
Placement (AP) course offerings. The Advanced Placement (AP) program is a
rigorous curriculum in the United States and Canada sponsored by the College
Board which offers advanced courses to high school students that are
generally recognized to be equivalent to undergraduate courses in college.
Participating colleges grant credit to students who obtained high enough
scores on the exams to qualify.
Our course offerings have increased now to five courses and include the
following:
AP English Literature and Composition
AP Language
AP Comparative Government and Politics
AP Calculus AB
AP Environmental Science
Several of our students also sit independent AP courses that they complete
through on an independent basis through the College Board. These include:
AP U. S. History
AP French Literature
AP Spanish Literature
Index
49
An increased number of our high school students are electing to take AP
courses. PASB has also experienced an increase in the number of students
who earn 3 or higher on the 5-point scale of the AP exam. In general, scores
of 3 or higher provide students with entry credit or advanced standing at
select colleges and universities in the United States.
AP tests are scored on a 1 to 5 scale as follows:
5 - Extremely well qualified
4 - Well qualified
3 - Qualified
2 - Possibly qualified
1 - No recommendation
2009 AP Exams Results
2010 AP Exams Results
27.0%
29.5%
Score 3 or higher
Score below 3
Score 3 or higher
Score below 3
70.5%
73.0%
Percentage of PASB High School Students scoring
3 or higher on the AP Exams
100%
90%
80%
60%
73%
70.5%
70%
60%
61%
International School
Average
50%
In comparison to the
international-school
average for students
scoring a 3 or higher on
AP exams, our AP students
continue to outperform
their international
peer group.
PASB
40%
30%
20%
10%
0%
2009
Index
2010
50
SECTION XIII
GRADUATION AND COLLEGE/UNIVERSITY
PLACEMENT
CIS COLLEGE TOUR
Berkeley College
Chapman University
Clark University
Creighton University
Davidson College

College Fairs Visit PASB Campus
During the 2010-2011 school year, PASB was visited by two prestigious college
fairs whereby college admission officers traveled to Brazil to speak directly
with our secondary students who aspire to apply to U.S. universities. This
marked the first time that the school was visited two times in the same year
by the college admissions representatives.
The fair groups that visited PASB were from the Council of International
Schools (CIS) College Tour organization which is recognized as the most
prestigious college tour group that exists today. Some of the most selective
and very selective colleges and universities in the United States are members
of the CIS tour.
The first visit took place in September, 2010 and the second visit took place
this past March, 2011. The tours brought some 45 college and university
admissions officers onto to our campus and the opportunity for students and
parents to speak face-to-face with those individuals directly responsible for
reviewing and deciding upon our students’ application papers. Based upon
their experience and expressed pleasure with their reception and success at
PASB this past year, they have already committed to returning to PASB again
this coming semester.

College / University Admissions a Big Success
Admission to universities abroad and within Brazil for the 2010 and 2011
graduating classes continued to reflect a 100% acceptance and entrance level
and an overall high level of competitiveness. The senior class performed very
well and there were offers of admission to some of the best colleges and
universities in Brazil and throughout the world.
The school’s college counselor office provides invaluable support and
guidance throughout the school year with students and their parents assisting
them in the selection of possible schools, helping them to match possible
career interests with these schools, and providing them with general
information about what the college and university experience will entail. This
includes offering workshops on the application process, admissions testing
orientation, learning about university interviewing techniques, and acquiring
financial aid and scholarships.
In total, PASB students were accepted to 54 different U.S. college and
universities this past year, a most impressive number!
Other important numbers that came out of the class of 2011’s college
acceptances summary:
The class of 2011 submitted 139 applications in total.
The class of 2011 was accepted to 53% of the schools to which they
Index
DePauw University
Eckerd College
Ecole Parsons à Paris
Elizabethtown College
Florida Institute of Technology
Hope College
Hult International Business
School
Johnson & Wales University
Lehigh University
Lynn University
Miami International University of
Art and Design
Michigan State University
Monroe College
Pace University
Pennsylvania State University
Pepperdine University
Providence College
Purdue University
Savannah College of Art and
Design
School of the Art Institute of
Chicago, The
Stetson University
Suffolk University
SUNY-Brockport
Texas Christian University
University of British Columbia
University of California, Davis
University of California, Irvine
University of Denver
University of Evansville
University of Richmond
University of South Florida
University of Tampa, The
University of Tulsa
Vanderbilt University
Wake Forest University
Wentworth Institute of
Technology
Wesleyan University
Worcester Polytechnic Institute
51

Scholarships & Financial Aid Received
Seniors of the Class of 2011 who applied to U.S. colleges and universities were
not only successful in being admitted to a variety of selective and very
selective schools but also earned US$800,000 in scholarship and financial aid.
The class of 2010 similarly earned a significant amount of financial assistance
with a total amount of US$650,000. These are most considerable figures and
are demonstrative of the desire of U.S. colleges and universities to have our
PASB students on their campuses. (See chart below of schools where our
students were accepted.)
COLLEGES AND UNIVERSITIES ABROAD WHERE
CLASSES OF 2010 & 2011 WERE ADMITTED
*Bold signifies school where student attended.
UNITED STATES
Agnes Scott College
Allegheny College
American University
Amherst College
Babson College
Barnard College
Boston College
Brandeis University
Brown University
Bryant University
Brynn Mawr College
California College of the Arts
Case Western University
Coastal Carolina University
Dartmouth College
DePauw University
Dickinson College
Eckerd College
Ferris State University
Florida Institute of Technology
Fordham University
Georgetown University
George Washington University
Lawrence University
Lees-McRae College
Loyola University-New Orleans
Lynn University
Macalester College
Marquette University
Michigan State University
Middlebury College
Mount Holyoke College
Northeastern University
Pennsylvania State University
Pratt Institute
Rhode Island School of Design
Rochester Institute of Technology
Rose-Hulman Institute of Technology
San Francisco State University
Savannah College of Art & Design
Stetson University
Stevens Institute of Technology
Tufts University
University of Miami
University of Michigan-Dearborn
University of New Haven
University of San Francisco
University of Tampa
University of the Pacific
Valdosta State University
Wentworth Institute of Technology
Wesleyan University
Western Michigan University
Worcester Polytechnic University
CANADA
ENGLAND
University of Victoria
Hult International Business School
School of Oriental and African Studies
BRAZILIAN
COLLEGE AND
UNIVERSITIES
WHERE CLASSES
OF 2010 & 2011
WERE ADMITTED
*Bold signifies school
where student attended.
Fundação Armando Alvares
Penteado
Instituto McKenzie do Brasil
UNIFACS
Universidade de Sao Paulo
(USP)
Universidade Católica de
Salvador
Universidade Federal da Bahia
(UFBA)
Universidade de Campinas
(UNICAMP)
Universidade de Getulio
Vargas
Universidade Salvador
Perhaps more important than these numbers and statistics however, is the
fact that our students have found colleges that fit their interests and future
career aspirations. Our PASB graduates from the last two years are studying
in the fields of finance, political science, music, engineering, psychology,
mathematics, marine biology, and marketing.
Index
52
SECTION XIV
FINANCIAL MANAGEMENT AND
FISCAL RESPONSIBILITY

Finances
The Pan American School of Bahia in alignment with its mission, in order to
retain and train quality staff, invested in benefits and professional
development for the 2010-2011 school year. The School hired Deloitte and
Touché for the Salary Survey and a new teacher’s salary scale was
implemented. Salaries and Benefits currently total R$ 11.1 million, which
represent an increase of 19% in comparison to last year. The school also
reserves 2% of its operational budget for professional development and 1% was
used.
Operational School Costs 2010-2011
Salaries and Benefits
11,146,336.00
Professional Development
163,475.00
Other Operational Costs
3,852,530.00
TOTAL
15,162,341.00
25%
1%
Other Operational Costs
74%
Operational Expenditures/Cost Center 2010-2011
2010-2011 Expenditures
2009-2010 Expenditures
6%
6%
4%
7%
29%
30%
Administration
Administration
Instruction
Instruction
Maintenance
Maintenance
Reserve Fund
Reserve Fund
61%
57%
Administration
Instruction
Maintenance
Reserve Fund
TOTAL
Index
2009-2010
3,694,032.00
7,145,799.00
837,518.00
771,900.00
12,449,249.00
2010-2011
4,363,802.90
9,276,492.58
983,200.16
538,846.00
15,162,341.63
53

2010-2011 Operational Budget (Summary)
Budget/Orçado
Total Revenue
Year
Actual / Realizado
% Diff.
Balance
15,079,720.46
17,183,270.41
13.9
(2,103,549.95)
2,461,362.72
76,008.12
428,051.13
481,128.04
27,475.27
26,891.43
24,570.00
90,185.00
583,023.86
4,198,695.58
2,410,592.16
73,452.20
608,442.40
488,640.37
26,817.96
7,959.22
20,659.09
52,760.02
674,479.48
4,363,802.90
(2.1)
(3.4)
42.1
1.6
(2.4)
(70.4)
(15.9)
(41.5)
15.7
3.9
50,770.56
2,555.92
(180,391.27)
(7,512.33)
657.31
18,932.21
3,910.91
37,424.98
(91,455.62)
(165,107.32)
8,253,787.08
240,577.54
8,088,021.94
163,475.92
(2.0)
(32.0)
165,765.15
77,101.62
342,214.57
308,231.61
69,225.00
66,335.74
95,956.25
15,463.59
9,391,791.39
447,900.90
352,969.65
28,388.37
99,542.72
82,151.10
14,041.98
9,276,492.58
30.9
14.5
(59.0)
50.1
(14.4)
(9.2)
(1.2)
(105,686.33)
(44,738.04)
40,836.63
(33,206.98)
13,805.15
1,421.61
115,298.81
Maintenance
18 Salaries and Benefits
19 Materials and Repairs
20 Insurance
Total
602,530.08
300,138.28
10,636.96
913,305.33
647,723.15
312,718.79
22,758.22
983,200.16
7.5
4.2
114.0
7.7
(45,193.06)
(12,580.51)
(12,121.26)
(69,894.83)
Reserve Fund
20 Reserve Fund
21 Budget Contingency
334,750.00
204,100.71
324,998.00
213,848.00
(2.9)
4.8
9,752.00
(9,747.29)
538,850.71
538,846.00
(0.0)
4.71
15,042,643.00
15,162,341.63
0.8
(119,703.34)
37,077.46
2,020,928.78
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
Administration
Office Operations
Public Utilities / Services
Contracted Services
Memberships
Conferences
Travel & Recruitment
Public Relations
Financial Expenses / Taxes
Total
Instruction
Instructional Materials
(US Purchases)
Supplies & Materials
School Improvement
Student Activities
Athletic Program
Special Events
Total
Total
Total Expenses
Result
Index
54

2010-2011 Actual Investment Budget (R$)
Total Budgeted
ACTUAL
BALANCE
1,038,025.15
4,500,000.00
150,000.00
5,688,025.15
1,766,089.09
7,879,476.52
127,273.26
9,772,838.87
(1,059,589.09)
(3,379,476.52)
22,726.74
(4,084,813.72)
Instructional Equipment
TOTAL
217,900.00
173,014.98
44,885.02
Computer Equipment / Software
TOTAL
158,810.00
165,276.61
(6,466.61)
541,575.37
467,698.15
73,877.22
2,683,039.29
2,157,765.89
525,273.40
10,895.00
103.00
10,792.00
Total Expenses
Total Budget
3,612,219.66
ACTUAL
2,963,858.63
BALANCE
648,361.03
Income - Expenses
2,075,805.49
6,808,980.24
6,808,980.24
Income
I.01 Develpment Fund + Matriculation
I.02 2009-2010 Carry Over
I.03 Donations / Grant
Furniture and Equipment
Building and Grounds
Janitors

2010-2011 Cash Flow
Operational
TOTAL 2010-2011
Balance
2,020,928.78
Investment
2009-2010 Carry Over
TOTAL 2010-2011
Balance
7,879,476.52
7,622,465.96
Reserve Fund
06/2010 Balance
TOTAL 2010-2011
Balance
1,758,751.89
2,455,735.19
OPERATIONAL AND INVESTMENT TOTAL WITH INTEREST =
RESERVE FUND TOTAL WITH INTEREST =
Index
R$9,643,394.74
R$2,455,735.19
55
SECTION XV
FACILITIES MANAGEMENT AND
INFRASTRUCTURE

Upgrading Existing Facilities
The school continues to make campus upgrades and renovations a priority
item. The school has undergone substantive facilities renovations and new
construction over the past 8 consecutive semesters, dating back to the 20072008 school year. This included complete remodeling of all of the early
childhood classrooms, addition of an extension onto the secondary building,
installation of new servers for the school’s technology needs, the installation
of new computers and data projectors in all classrooms, addition of new
covered awnings for school walkways, the creation of new office areas for the
expanding support and administrative staffs, and most recently placement of
a new layer of sod on the school’s soccer field, and construction of a new
building in the canteen area to house additional classrooms for upper
elementary and secondary divisions as well as expansion of the canteen area.
Additionally, campus perimeter walling was strengthened and a weatherresistant colored tile applied.
In its efforts to address needed long term facility
needs, the school contracted this past 2010-2011 school
year the Architectural Planning and Interior Design
Infrastructure firm, H2L2. Based out Philadelphia,
Pennsylvania in the United States, the firm has
extensive experience both in the U.S. and as well as
internationally and especially in the area of international school planning. The
firm has developed Master Facility Plans for over 50 schools in 44 countries.
As part of their contractual responsibilities, H2L2 is providing the school with a
building, site and mapping functionality overview of our existing buildings and
facilities, projections with respect to anticipated growth, a program needs
study for anticipated enrollment growth, and alternative concepts for physical
development and recommendations for both on and off campus expansion.
H2L2 has already visited the school on two occasions as part of this
contractual agreement. These visits took place in May, 2011 and most recently
in September, 2011. A third visit will take place this coming January, 2012 upon
which they will be presenting the findings of their study and making formal
recommendations of what steps the school should take to realize needed
facilities and program expansion.
Index
56
Over the past several years, a variety of capital enhancements have been
made to the school’s classrooms and buildings as well as the external
grounds. In the early childhood and elementary divisions, this includes
refurbishing of classroom furnishings, upgraded flooring, and installation of
new cabinets. The early and elementary playgrounds also have had new
playground equipment installed along with new sand and grassed areas.
The secondary division has seen similar facility improvements with new
classroom equipment and furnishings, new cabinets, and a set of new
whiteboards. A set of new lockers and combination locks were purchased for
all M.S. and H.S. students . Additionally both the M.S. and H.S. science labs
were completely refurbished.
Both elementary and secondary computer laboratories were completely
redone with new computer furniture, new servers and the installation of an
interactive smart board. We have also this past year purchased 2 netbook
carts that hold 24 netbooks and 2 spare netbooks in the event of additional
need. One of these netbook carts is assigned to the elementary division and
the other to the secondary division. We have also expanded our internet
band capacity over the past three consecutive years as evidenced below:
In 2009-2010 – 2 megabyte band width
The campus also now has 90% wireless capability.

Maintenance, Campus Care and Security
Much effort goes into assuring the school’ s grounds are attractively kept, are
in an excellent state of daily operation, and offer a good degree of security.
To this end, the school relies upon the services of 18 cleaning staff employees,
7 maintenance employees and 5 full-time security gate keepers.
The maintenance and cleaning people are an integral part of our school team
as they assist us in assuring a positive impression of the school upon both
parent and visitor arrival. The quality of our facilities and our manicured
grounds serves to tell our parent and greater communities that PASB pays
attention to the details whether this be in the teaching of your children or the
cleanliness of our classrooms or the school canteen.
Our security staff are entrusted to keep our children safe and our students,
staff, and parents can feel comfortable in knowing they are vigilant in
monitoring our school grounds and perimeter areas. In an effort to address
our increasing student enrollment, an additional gate guard was added to the
staff for the current 2011-2012 school year as well as two additional
maintenance employees. The school also contracts two outsourced security
personnel during the school day as well as two during the evening hours.
To assist in the overall monitoring of the school grounds, this past school year
included the installation of several security cameras. These cameras include
29 fixed and 6 domed cameras for monitoring of external and perimeter
grounds as well as 20 fixed cameras for internal monitoring of hallways and
classroom/office areas.
Index
57
SECTION XVI
STRATEGIC PRIORITIES IDENTIFIED
FOR 2011-2016
The Strategic Planning Committee of the Board of Directors has been working
avidly over the past months in conjunction with the school administration to
elaborate and define a new Strategic Plan that will take us through the next five
years. As part of this multi-staged process the following set of goals have been
identified for the 2011-2012 school year.
Priority # 1
Develop and implement plans to become a reference
of high quality American Model education
Priority # 2
Define programs to strengthen the entire school staff
Priority # 3
Define and promote a culture which requires
participation and integration of all stakeholders
Priority # 4
Develop and implement short and long term plans to
effectively and efficiently secure allocate, and utilize
finances and facilities necessary to fulfill our mission
Priority # 5
Systematize and strengthen the overall school
processes and operations
Survey data gathered from the respective school constituencies will be utilized in
further review and definition of these identified goals. The survey will be
administered to the school staff, the parent community, and the student body.
The instrument employed will be the National Study of School Evaluation (NSSE)
Opinion Inventory tool with versions in both English and Portuguese to ensure full
understanding and participation. This instrument is recommended by AdvancED
and the school’s accrediting agency, the Southern Association of Colleges and
Schools (SACS).
Index
58
SECTION XVII
QUALITY SCHOOLS NEED
QUALITY INVOLVEMENT

Community Participation
The Pan American School of Bahia prides itself on providing opportunities for
the participation of all community stakeholders. These include the Parent
Teacher Association (PTA) which meets on a weekly basis on the school
campus and is open to any parent to attend. The PTA is one of the most
important organizations at the school and works to support the school
administration in the organization and sponsorship of a variety of school
activities and events. These include:
Annual Open House
Teachers´ Day Celebration
Halloween Party
Silent Auction
International Festival
Folkloric Events
Monthly Superintendent´s Breakfast
Annual Field Day
Scholastic Book Fair
The Board of Directors has also recently instituted a number of committees
through which community members can participate and bring their
contributions. These committees exist on both an ad-hoc and standing basis
and include the following:
1. Board Governance / Nominations Committee
2. Facilities Committee
3. Finance Committee
4. School Development / Marketing Committee
5. Strategic Planning Committee
Participation and service on any one of these committees provides excellent
experience and preparation for parents who may wish to run for a position on
the PASB Board of Directors, the members of which are elected at the Annual
Parent Assembly which takes place each year in the month of October.
Current members of
these committees for the
2011-2012 school year are
as follows:
Board Governance/
Nominations Committee:
Izabella Barros
Bruno Costa
Blandina Sa
Caio Druso
Facilities Committee:
Carla Borges
Fernanda Milcent
Mario Dantas
Marcela Lomanto
Leonardo Campos
Marcus Avena
Finance Committee:
Bianca Sampaio
Cesar Solano
Marina Skelton
Nicolas Gounin
Danielle Abud
Strategic Planning
Committee:
Bibiana Gomez
Charles Howard
David Breedlove
Danielle Abud
Marcelo Galindo
Michael Pelton
School Development /
Marketing:
Anita Lagesse
Fabiana Fontes
Izabella Barros
Paula Oliveira
Index
59

Working to Promote Alternative Sources of Funding
A key goal for our school is maximizing the talents and contributions of our
overall school community. PASB believes in the importance of building an
active and involved “PASB Family” with everyone contributing their fair share
to our institutional success and the assurance of the school’s future. With this
said, the school has targeted as its goal the raising of additional funds to assist
in covering operational expenses that tuition revenues on their own are
unable to effectively address.
Greater emphasis will be devoted to Fund-Raising and within this process,
encouraging the participation and contributions of all segments our
community. Ongoing will be our traditional PTA and school sponsored events
such as the Silent Auction, however much more extensive effort will be
devoted to encouraging parents and outside sources to contribute in an
“Annual PASB Giving Campaign.” This initiative would be an extension of
what occurred in past years. The goal of our Fund Raising efforts will be as
much about bringing people into the heart of our school and it is to raising
funds.
Additionally, the school will work to establish partnerships with companies
and/or organizations who would be interested in investing in the Pan
American School in return for quality graduates who might someday be
employed by these firms. Emphasis will also be placed on working with
government organs emphasizing the important role the Pan American School
plays within the city of Salvador and the state of Bahia in attracting and
maintaining outside firms and international companies and the resulting
investment this signifies for both.
PASB is also working to maximize our budget efficiencies and thus help
prevent costs from growing higher where unnecessary. The Finance
Committee of the Board, the Board itself, and the Finance Committee are all
working together to identify ways we can reduce costs, i.e. energy bill, while
still maintaining educational quality.
Index
60
THE IMPROVEMENT CYCLE
VISION
Purpose
& Mission
Performance
& Progress
Priorities for
Improvement
PROFILE
RESULTS
Executive
Summary
PLAN
Quality Schools - Key Improvement Requirements:
Effective Communication
Trustworthiness
Stakeholder Involvement
Honest Self-Evaluation
Index
61
PAN AMERICAN SCHOOL OF BAHIA
Loteamento Patamares s/no
Salvador - Bahia - Brasil
CEP 41680.010
55 71 3368-8400 ph
55 71 3368-8441 fax
www.escolapanamericana.com
Index
62

Pan American School of Bahia - Escola Panamericana da Bahia

Transcrição

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