As you know, we will soon be celebrating the school’s 40th anniversary with a BBQ for the community on May 12th. In addition, our PTO has designed and printed a commemorative pagne. Please check your inbox for details on how you can order tickets and pagne for the event.

AISB was proud to inaugurate its new Profile of Graduates Achievement Celebration for grade 6-12. This celebration is the culmination of three years’ discussion, in the search for better ways to honor student achievement. You can read about our student recognitions and the celebration below.

Student-Led Conferences: see article below!
Later in this newsletter you’ll find an article on this year’s Student Led Conferences for Kinder-Grade 8 students, which will be held on May 11, here at school. SLCs are recognized as one of the most effective ways to improve learning and empower student learners, and we encourage parents to take this excellent opportunity to sit with your child and celebrate the many ways she or he has learned and grown this year. Parent-teacher conferences for students in PreK and HS will take place on the same day and sign up instructions will be emailed to parents.

Good neighbours make good roads

You will have noticed that work has begun once again on the road leading into school. The road was initially built by AISB, back in 2010. The initial two-thirds of this year’s paving, and all the drainage, was undertaken and paid for by one of our good neighbours, who has invested substantially. Now, a neighbourhood organization has been formed to undertake the road’s completion. As one of the road’s main users, AISB is part of this neighbourhood organization; and having the road properly sealed and drained has already made a big difference to the students, parents and teachers who travel it every day.

You can help!
AISB is pleased to be part of this shared work with our neighbours. We would like to invite parents to pledge a small contribution toward the costs of completing the road. If you would like to contribute, please contact me.  Given that I drive back and forth on that road every day, I am offering to personally match any parent contributions up to a total of 500,000CFA!

Student-Led Conferences (SLCs) will be held on Friday, May 11th, here at school. SLCs empower students to take responsibility for their own learning, and encourage students to reflect upon their work and their growth. And SLCs provide wonderful insights for parents and teachers about how children see themselves as learners.

The role of students in SLCs
Our ES and MS students began preparing for the SLCs by setting goals in the first quarter, collecting evidence, and reflecting on their learning and growth. From the moment you enter the classroom, your child will be in charge of leading you through the student-led conference. It is important that you follow your child’s lead: students have a check-off list to guide the conference, and have given considerable thought to how best to share their learning. Your children have practiced how to share reflections of their work and share their growth in various subjects, and might even demonstrate new skills they have learned.

The role of parents
As soon as you and your child enter the classroom, your child becomes the teacher and you become the student. Your role is to learn about your child’s perspectives on his or her learning, help your child to celebrate all she or he has accomplished, and appreciate the new learning challenges that lie ahead. There is a lot for you to see on this special day, so please ensure your child has your full attention. Ask your child questions!

The role of teachers
During the student-led conference, your child’s teacher will be in the classroom to provide students with support and assist them as needed. Teachers do not lead the conferences, however, and do not normally take part in the discussions between students and their parents. Of course parents are always welcome to schedule a face to face meeting with their child’s teachers at any time. Contact your child's teacher directly, or call Ms. Oumou to set up a meeting.

What you will see and hear (and do)
Once you arrive, your child will lead you through the conference. You will see and hear about what your child has learned in Reading, Writing, Math, Social Studies, Science and overall goals. You’ll examine pieces of work that your child has selected to share with you, to demonstrate his or her progress, strengths, and challenges. You may play a game to demonstrate learning or problem-solving, or listen to your child read. You will likely see happy smiles and hear many positive comments about your child’s learning!

Helpful Questions for Parents at Student-Led Conferences
Questions like the ones below will help encourage your child to share more about their learning during the conference.

• Can you explain this to me?
• How did you come up with this idea?
• How have you grown in this area?
• What are your next challenges in this area?
• What was important to you about this?
• Why does this piece of work make your proud?
• What did you learn from completing this piece of work?
• What was most challenging about completing this work?
• If you could do this work over, what might you change?
• What goals do you have as a learner?
• How can we help you at home?

Scheduling SLCs

There will be no regular classes on Student-Led Conference day. The conferences will be held from 7:30am until 3:30pm on May 11.

Elementary Sign-up
You should have received information from your child’s teacher about how to sign up (online) for Elementary SLCs. Please contact your child’s teacher if you have questions.

Middle School drop-in
To make coordinating conferences easier for parents with students in more than one division,  Middle School SLCs will be held as a drop-in event. That is, parents will choose whatever time that suits them best, and simply come to the library with their Middle School child, at that time. You might want to discuss with your children to choose the hour that is most agreeable to you all.

Middle School parents can help us keep things organized by letting us know approximately what time you plan to come, on this (very short) survey. We look forward to seeing you on May 11. 

AISB’s process toward re-accreditation is moving ahead smoothly. The Action Plans, which will guide our work for the next seven years, are now essentially complete; and our three Objectives have passed MSA’s initial technical review with flying colours. The initial draft of the Self-Study report will be ready for review by the Accreditation Planning Team in time for its meeting of May 15, and the final draft will be ready for submission to MSA early in the new school year. We look forward to welcoming MSA’s Visiting Team here at AISB in October or November.

Check out AISB’s re-accreditation timeline for an overview of the entire process.

We congratulate all the hardworking, dedicated people who have contributed to AISB’s Self-Study process: the parents, students and educators who sit on committees, who join in focus groups, who patiently fill in surveys and participate in discussions and debates: who give of their time, energy and expertise to help AISB set its path for the future.

Thursday, May 17 parents and students are invited to an information night in which we will share information about AP courses, online learning at AISB, and the College Counselling program. All are welcome; students considering enrolling in their first AP class, and their parents, are particularly encouraged to come, from 6pm until 7pm. We’ll share a brief presentation, and teachers will be present to discuss their courses with students and parents.

About AP Courses
Advanced Placement courses are university-level courses offered for high school students. APs offer rewarding academic and intellectual challenges, allowing interested students to explore their academic strengths in greater depth. AP courses prepare students for the challenge of university-level studies, and can strengthen their college applications.

At AISB, Advanced Placement courses are offered to students in grades 10, 11 and 12. Students wishing to take an AP course require approval from the Director, course teacher and College Counselor. Grade 10s have the option of taking AP Human Geography and/or AP French.

Who should take an AP course?
There are three important indicators associated with student success in Advanced Placement courses. A student who has experienced prior success in a related field understands what she’s getting into: she knows what kind of thinking is involved, what kind of time commitment will be required, and how much she will enjoy and/or benefit from immersing herself deeply in the learning experiences. A student who has a particular interest in the academic area is more likely to have the motivation required for success, as is a student who has a specific need for advanced studies in a particular discipline—for example, in order to enter his field of choice.

Some important things to know about Advanced Placement Courses:
Students need a balanced, reasonably challenging schedule that includes time for rest and recreation, as well as time for study.
It is generally recommended that students take no more than two AP courses in their junior year and three in their senior year.
AP courses are time-intensive and intellectually demanding, and require not only added study time for students but added “processing time,” if deep and enduring learning is to occur.

Students enrolling in an AP course are encouraged, although not required, to write the College Board exam in May.

As you know, this year AISB inaugurated a standards-based approach to grading and reporting, in Grades 6 and 7: the most recent step in a multi-year process of implementing a standards-based approach for Middle School. In a standards-based approach, student learning in the various subject areas is evaluated in detail for each of the subject’s grade-level standards. In this system, students, parents and teachers receive more detailed information about exactly what students have learned, and with what degree of proficiency. So parents are better informed about their child’s learning, teachers know exactly where students need help, and students themselves are empowered to recognize their achievements and focus their learning efforts where they need it most.

The standards-based approach is not new to AISB. Our elementary school has always used a standards-based approach, and students in middle school have been using standards to focus their learning for several years. This year, we took some steps forward with the program:

•  Projects, quizzes and tests identified for students what standards specifically were the target of each particular assessment
•  Students reflected on their mastery of the standards, and conducted ongoing self-evaluations based on those standards
• Students were able to identify areas in which they needed growth, using their understanding of the standards, their self-evaluations, and teacher feedback as points of reference
• Report cards provided individual grades for each of the key “target” standards taught and assessed in each quarter. In this way, parents and students gained clear and detailed understandings of exactly what students know, understand and are able to do -- so far.
• Report card comments addressed the standards explicitly and provided achievement -level indicator grades of Proficient, Progressing, or Needs X, along with comments about students’ particular strengths, and the habits and behaviors that support their learning.

Student feedback
When asked how standards based reporting helps them, students responded positively, with comments such as:

• “It gives you a clearer view of your understanding.”
• “It helps me by letting me know if I need to progress a lot or not as much.”
• “It helps me know if I do a great job in school, or need help.”
• “Using the standards makes it simpler to understand.”

Next year
This year’s grade 6 and 7 students will continue with the standards-based approach, into grades 7 and 8. Grade 5 students entering grade 6, who are already familiar with a standards-based approach, will experience a smooth transition to new grade-level standards.

High School students also use the standards to understand and improve their learning; teachers’ narrative comments in the high school address the standards explicitly.

More information
For a fuller discussion of standards and standards-based approaches please check out this article, from the February newsletter.
A discussion of high school grades and the standards-based grading process in High School may be found here.
A discussion of the middle school performance descriptors may be found here.

Questions?
We are always happy to discuss your child’s learning. If you have questions about standards, or your child’s learning, or anything about AISB’s curriculum of teaching and learning, please be in touch! We love to hear from you.

In general, AISB students are a pretty healthy crew. But of course children have allergies, asthma and other health-related conditions that sometimes require attention; and inevitably, from time to time we find kids at school with with colds, sore throats and fevers, upset stomachs, headaches or just needing to lie down for a bit. There are the inevitable scrapes, bruises and bumps, bee stings and the mysterious sore spot that “sort of hurts when I touch it” associated with any active group of children; we also have the occasional more serious injury amongst the older students, who play hard: bigger bumps, and the occasional sprain, fracture or dislocation. And then there are the bad headaches, the suspected cases of malaria, or other serious concerns. So what happens at AISB when a child needs attention for illness or injury?

Responses from our recent annual parent survey suggested that some AISB parents are not familiar with the range of “Nurse’s Office” services provided by AISB. So we’d like to provide a quick overview of some of the things we do to support children’s health here at AISB.

When children don’t feel well or have a small hurt...
A child who isn’t feeling well is brought to the office for a quick consultation with Miss Oumou, who dispenses ice-packs and band-aids, lozenges, glasses of water and sympathy throughout the day.

Children simply needing to rest for a while may lie down in the Nurse’s office, which has a bed, a comfy chair, and its own bathroom.

And if it’s worse than that?
A student with what may be a significant injury or illness is referred to one of the school’s First Responders (see below), and parents are contacted by phone.

AISB maintains a complete record of parent consent forms, which list those medications children may and may not be given at school; however children in middle and elementary school are never given any medication without a confirmation phone call home, except in case of life-threatening emergency.

Parents are contacted whenever a child has a bumped head or neck or any injury to the eye, however apparently minor. In general, we prefer to err on the side of notifying parents too often, rather than not often enough.

And what if it’s really serious?
When a child has a serious injury or illness that will require medical treatment, parents are contacted immediately. AISB maintains a close relationship with Cliniques Pasteur and Aly Guindo, and notifies the clinic of parents’ choice to expect the child’s immediate arrival. Injured children are transported to the clinic, if necessary, in a school van. Both clinics are prepared to send a fully-equipped ambulance with doctor and nurse to the school if necessary.

AISB Nurse’s Office and Emergency Medical Equipment
The Nurse’s office (which students call “The Nursery”) is equipped with basic medical supplies for dealing with everyday cuts, sprains, fevers and headaches. It is also well stocked with first aid supplies for dealing with serious injuries and other medical emergencies. The school also has a wheelchair (which we have needed to use on several occasions!) and crutches.

The school maintains two fully automated, state-of-the-art Automatic External Defibrillators (AEDs): one in the main foyer and one at the pool. Backboards with head immobilizers are located in the Nurse’s office and the pool office. In addition, the school’s safe haven retreat is fully equipped with medical supplies to treat life-threatening traumas.

Stocking and maintaining the Nurse’s Office is the responsibility of AISB’s Emergency Response Team.

Staff Preparation
Nearly all AISB staff hold current certifications in AED/CPR and First Aid Response. AISB has hosted two full-scale first-aid AED/CPR trainings this year, one provided by MINUSMA and the second, held only this past week, provided by the Regional Medical Office of the US Embassy. For most staff these were“refresher” courses, but we were pleased to see some first-time certifications as well. In addition to the standard first-aid/lifesaving training, our staff trainings have included basic health care for school aged children, and preparation for dealing with local risks such as snake bite, malaria and dengue, sun and heat prostration and dehydration.

AISB is in regular consultation with the American Embassy’s Regional Medical Office who, in addition to providing trainings, advise us regarding such matters as local health risks and our emergency response procedures.

We thank these organizations sincerely, for helping to keep AISB children safe and well.

First Responders
AISB also maintains a team of First Responders who have advanced certifications and qualifications in Emergency First Aid and trauma response. Five of our First Responders have completed Emergency Trauma/MARCH training provided by the US Embassy’s specialist team in emergency trauma response, and are equipped to deal with serious injuries and physical traumas.

These are the people who are alerted immediately when a student is injured or seems very unwell. Names and contact information for the First Responders are posted around school on the “What to do in a Medical Emergency” information sheet.
This team will be receiving refresher training from the US Embassy RMO early in the new school year.

First Aid Kits
Classrooms and school vans are equipped with basic first aid kits. All groups on field trips carry with them a fully-stocked first-aid kit that includes such supplies as bandaging and wound dressings, instant cold packs, EpiPen, cervical neck collars, SAM splints, and first aid care for scrapes, cuts and insect bites.

Allergy Awareness
The school shares an up-to-date list of student food allergies with classroom teachers and the school’s food service provider. The lists are also posted in the kitchen and eating areas.

Please be sure to notify the school immediately, if your child is diagnosed with a new food allergy or food intolerance.

Help us help your child
Please ensure that your child’s health information is up to date. When you have new information, please don’t forget to inform the school.

And…
Parents must be accessible: if your child is sick or hurt we need to be able to contact you. Please ensure that you have provided us with your current cell number and alternate numbers, and that one parent is always reachable during school hours.

This month, new data protection legislation called the General Data Protection Regulation (GDPR) commences in the European Union. As an organization that manages data about EU citizens, AISB is committed to meeting these requirements.

Schools gather, store and use different types of information about their students, families and staff. Some of this information is personal data, which is any information about a person that could be used directly or indirectly to identify them. The information can be electronic or paper records. We need this information as part of our work to deliver a quality education experience.

The requirements of the GDPR reflect best practice in the handling of personal information. We have started work to review and when necessary update our policies and procedures about how we handle personal information, and ensure that as a school we:

• Collect personal data in a fair and lawful way
• Explain why the data is being collected, how it will be used, and how long we will keep it
• Collect only the information we need to be able to deliver our services
• Make sure that the data is up-to-date and accurate
• Have a process for updating the information each year, asking people to confirm that the details are correct
• Have a process for securely removing data when it is no longer required, is requested we do so by the individual, or has met our data retention timelines
• Keep all personal data secure
• Disclose personal data only to authorized agents
• Inform you as soon as possible when your personal data has been accessed without permission

Under the new GDPR, you continue to have the right to know:

• What information we hold and process
• How to gain access to your personal data
• How we keep the data up-to-date
• What our policies and procedures regarding the collection, storage and use of your personal data are

If you have any questions about how we manage your personal data, or about the GDPR, please contact Marcus Tanner (itcoordinator@aisbmali.org).

AISB is a BYOD (Bring Your Own Device) school for students in Grades 6 to 12. This means that families provide a laptop for their secondary-aged children to bring to school every day.

The advantage of a BYOD program is that when students use a device that they are completely familiar with and control, they become “masters” of it: they can set it up exactly the way they like, and are more likely to experiment productively in how they use it for learning. In other words, with BYOD students have more opportunities for choice about how, when and where learning can happen.

When choosing a laptop for your child, please follow these broad guidelines:

• Each student in Grades 6 - 12 should be provided with a personal laptop
• The laptop should be no more than three years old
• Chromebooks, netbooks, tablets or smartphones are not suitable alternatives
• Either Apple macOS or Microsoft Windows are the preferred operating systems

The minimum technical specifications for new devices are:

• 13” screen
• Intel i5 / 1.6GHz processor (or AMD equivalent)
• 4Gb of RAM (8GB is better)
• 100Gb of available storage
• Camera and microphone
• Battery with at least 5 - 6 hours life
• Windows (8.1 or 10) or macOS (Sierra or High Sierra); English version is preferred
• A productivity suite (Microsoft Office is preferred)
• Internet security software (eg Kaspersky, Bit Defender, F-Secure)

Other accessories to consider:

• Portable hard disk drive, for backing up and archiving files
• Sturdy case for transporting the laptop to school, and between classes
• Extra power adapter
• Wireless mouse
• A way to personalise the laptop and make it easier to identify; for example, protective skins, keyboard covers, decals.

A downloadable summary is here, with a more detailed explanation of our recommendations here.

Some examples of laptops that meet our minimum requirements are shown below; this is not an endorsement for any particular model. The prices listed were taken from CDW (www.cdw.com) on May 1, 2018. It is certainly worth considering devices that exceed our minimum requirements, as they are more likely to be able to keep up with changing demands of operating systems and software for a longer period of time.
If you would like advice about a specific model of laptop, please feel free to contact the Technology Department.

Students in 20th Century History are currently learning about independence movements in Africa and Asia.  Students demonstrated the relationship between newly independent states and their former colonizers by producing art. They also used ThingLink, an interactive online "bulletin board", to share knowledge and information with their classmates.

This week AISB’s HS Project Class enjoyed a visit from international Jazz musician Sulaiman Hakim, who hosted a lively discussion on African music, its role in shaping historical and contemporary musical genres, and its impacts on today’s world music scene. The discussion was followed by an informal jam session.

In Grade 1, students learned about procedural and informational writing by writing All About chapter books on a chosen topic that teaches readers facts and includes nonfiction text features. ICT was integrated when students researched images related to their selected topics and created cover pages for their books. When the books were completed, students celebrated their writing and reflected on the process including ICT. 

6 students wrote, "My favorite part about writing my book was ...

• doing the title because it was fun.
• the title because it was fun and because I did it on the computer.
• when choosing the picture because it was so cute.
• the ICT because I can choose a picture.

Additionally, 10 of 11 students reported they got better at ICT when writing their books .

5 students also reported, "The hardest thing for me was..."

• doing my picture.
• I needed to wait to do my picture all day.
• choosing a front cover picture because they were all so cute and ...
• looking for the picture and ...
• making my title because they were so many kinds of owls.

Working together to integrate writing and ICT was fantastic. The students enjoyed it and learned a lot relating to ICT.