2015 - 2016 VIENTIANE INTERNATIONAL SCHOOL Annual Report

Vientiane International School Ban Saphanthong Tai Vientiane, Lao PDR VIENTIANE INTERNATIONAL SCHOOL To Challenge, Inspire and Prepare Learners for Life

Table of Contents Page

Introduction 2

Student Demographics 2

Mother Tongue Program Language Acquisition SEN/EAL Programs

Student Performance 3

IBDP Results University Admissions ISA MAP

Service in the MYP and DP 5

Activities and Events 6

Financial Outcomes 7

Facilities and Infrastructure 9

Staff Information 10

Strategic Plan 10

Community Partnerships 11

1 Annual Report 2015 - 2016 VIENTIANE INTERNATIONAL SCHOOL To Challenge, Inspire and Prepare Learners for Life

INTRODUCTION The year marked a shift in past enrolment trends indicating a decline for the first time in The 2015 – 2016 school year marked another many years. Through a collaborative and year in which our community of learners transparent process expenses were managed continued to aspire to the VIS Mission by the leadership team to ensure the year Statement - to challenge, inspire and prepare ended on sound financial ground. learners for life. During the past year, the Board of Trustees’ Student results on a range of assessments work focused on the development of a reserve indicate that our students are well prepared to fund policy and a review of the capital fee transition from VIS to their next academic structure for the next five years. environment. Student academic performance was measured internally on an on-going basis Throughout the 2015 – 2016 school year, VIS by our teachers and shared through our continued on the path of its 2020 VISion reporting structures with our parents. Strategic Plan to prepare for the future and Furthermore, the MAP (Measure of Academic simultaneously supported the growth of our Progress) tests and the ISA (International students in all aspects of their learning. The School Assessments) were administered to report below highlights a number of factors students throughout the school. The data from that indicate the success of the past school these tests are used by the school to year. benchmark the achievement of our students with similarly aged students around the world and to determine the growth of individual and STUDENT DEMOGRAPHICS – FAST FACTS cohorts of students at VIS over the course of an • The 2015 – 2016 school year began with academic year. 459 students after a typical withdrawal

rate of approximately of approximately Programs continued to grow and thrive, guided 20% at the end of the previous year by the recommendations of the strategic • Just over 80 new students were enrolled planning work groups from the prior year. for the first day of the school year. This Additional Chinese classes were offered was a decrease of 20% from the year throughout the school to support the growth of prior. the program, Mother Tongue parent forums • A total of 133 new students entered VIS were held throughout the year, second during the school year. language course offerings models were • A total of 136 students left VIS during examined and presented to parents and the Co- the year, including 22 at the end of Curricular program successfully transitioned to December and 93 in June (including three rotations throughout the year and an on- graduates). line sign up process. Furthermore, a handbook • Staff and students represented a total of for our SEN (Special Educational Needs) over 45 different nationalities. program was developed and the initial enhancements of facilities to support diverse physical needs began. 2 Annual Report 2015 - 2016 VIENTIANE INTERNATIONAL SCHOOL To Challenge, Inspire and Prepare Learners for Life

Mother Tongue Program SEN and EAL Program The Mother Tongue Program continues to be a VIS can admit students with mild learning focus area of our strategic plan. The number of difficulties and follows a non-selective languages studied by our student body and academic admissions policy. Furthermore, we participation of students across the three IB admit students whose first language is a Programs has remained consistent with language other than English. The school respect to overall enrollment numbers. employs two full-time SEN (Special Educational Needs) teachers and three full-time EAL Number of Languages Studied (English as an Additional Language) teachers to PYP MYP DP Total provide support for these students to access 2011 - 12 5 6 7 9 the curriculum. The following tables show the 2012 - 13 7 9 10 15 number of students in receipt of services from 2013 - 14 7 12 5 14 our student support services team. 2014 - 15 10 10 9 13 2015 - 16 10 9 9 15 SEN Services Area of Service Primary Secondary Students Studying a Mother Tongue SEN Services 15 4 (24*) Language Monitoring (SEN) 29 45 PYP MYP DP Total Extensions 9 2 2011 - 12 36 39 21 96 Monitoring (Ext.) 0 31 2012 - 13 49 64 25 138 In-School 6 4 2013 - 14 57 81 35 173 Therapy 2014 - 15 60 82 35 177 External Therapy 1 0 2015 - 16 59 69 35 163 Other Support 5 0 * SEN Services through Student Support Services Meeting structure. Language Acquisition Program The student population is continuing to be EAL Services fairly evening distributed between the two Support Primary Secondary languages on offer at VIS – Chinese and French. Higher Level 30 (3*) 13 (4*) Low Level 38 (9*) 31 (7*) Grade Chinese French *Number of students who transferred from HLS to LLS Prep 10 12 and from LLS to no support. 1 12 16 2 10 9 STUDENT PERFORMANCE 3 9 15

4 7 9 IBDP Results 5 10 13 All students entering grade 11 are encouraged 6 2 9 7 7 12 to attempt the IBDP and graduate with an 8 7 9 International Baccalaureate Diploma as well as 9 2 2 the VIS High School Diploma. For some 10 5 12 students, the IBDP is not necessary to gain 11* 4 3 admission to their preferred university, 12* 1 11 however it is a prestigious certificate that helps *No option for Language B 3 Annual Report 2015 - 2016 VIENTIANE INTERNATIONAL SCHOOL To Challenge, Inspire and Prepare Learners for Life

to support any application. There were 22 VIS Australia Singapore DP candidates who attempted the full IB Maquarie University* National University Monash University* Singapore diploma in 2015 - 16. Of these, 86% were RMIT Nanyan University successful in gaining a full diploma. This University of Singapore compares with a global rate of 80%. Melbourne University of New Taiwan The diversity of the VIS community, and the South Wales* National Taiwan University of University* support for Mother Tongue at VIS was shown Technology Sydney in 68% of successful candidates receiving a Thailand bilingual diploma. This requires the student to Canada Stamford University complete a literature course in their mother Brock University tongue language. The global average for Carleton University United Kingdom Dalhousie University* Brunel University bilingual diplomas is less than 30%, so the VIS Memorial University City University London results are outstanding. Ontario College of Art Coventry University & Design* Essex University* The following table shows the comparison for McGill University Exeter University* Quest University Loughbourough the VIS IB Diploma results (total points) for the Thompson Rivers University past four years. Each subject is scored out of a University Glasgow Caledonian possible 7 points. With Extended Essay, Theory University of British University of Knowledge, and Creativity, Action and Columbia* North East Scotland Service component contributing to the overall University of Fraser College* Valley Napier University graduation, the best possible score for a University of Toronto Norwich University* student is 45 points. Robert Gordon University, Europe Scotland* IBDP Results IE University Spain* Teeside University Amsterdam University University of Aberdeen* Year Highest Average Global Leiden University Univ. of Birmingham Score Total Average Maastricht University University of Bristol Points Total ULC The Hague University of Dundee 2011 - 12 40 31.5 29.6 University College University of Edinburgh Utrecht* University of Liverpool 2012 - 13 40 31 29.8 Univ, of the Creative 2013 - 14 36 31 29.8 India Arts 2014 - 15 37 31 29.8 Symbiosis Law School, University of St Andrew 2015 - 16 35 31 30 Pune* University of Sterling Univ. of West Scotland

Korea Univ. of Westminster University Admissions University College Thirty-one students met the graduation Seoul* USA requirements for VIS last year and were Univ. of Maryland* Emmerson College offered places at the colleges and universities Full Sail University* Malaysia UCLA listed below. Colleges and universities that Monash University* University of Illinois students have chosen to attend are starred (*). Urbana-Champaign Univ. of Washington

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International Schools’ Assessment (ISA) in planning our goals for teaching and learning The International Schools’ Assessment (ISA) is on an annual basis. completed in February of each year for students in grades 3 – 10. This assessment ISA Results 2015 – 2016 (Grades 3 – 10) compares the overall results of students in a 3 4 5 6 7 8 9 10 grade level with their peers in more than 300 Math ======+ = Reading + + + + = = = = schools across the world. More than 70,000 Narrative + = + = = = = = students are assessed by ISA annually. Expository + + + = = = = =

Overall, the results this year show that the ISA Results 2014 – 2015 (for Comparison) performance of VIS students improved from 3 4 5 6 7 8 9 10 last year to this year and that the performance Math – ======– of VIS students is statistically the same as Reading = + ======students in international schools around the Narrative = + = = = = = – world. Expository = = = – = = = =

MAP Results 2015 – 2016 (Grades 2 – 9) Measure of Academic Progress (MAP) 2 3 4 5 6 7 8 9 The Measure of Academic Progress (MAP) tests Math – = – = = + + + are a computer-based assessment for Language Reading – + = + – + + + Usage, Mathematics and Reading. The Lang.Usage – + = + = + + + standards used in the MAP tests are based on “+” indicates where we are above the world average US standards including the Common Core and (statistically significant); “=” indicates where we are at American Education Reaches Out (AERO). the world average; “ – “ indicates where we are below the world average

These three tests are completed by students in grades 2 – 9 twice per year and are used by the SERVICE (MYP AND DP) teaching staff to identify specific goals for individual students and groups within a class. Community service in the secondary section The assessments act as a diagnostic tool at the continues to be a vibrant and essential aspect beginning of the year, identifying areas of of the educational experience at VIS. Being a strength and areas of growth for students and requirement for achieving both the VIS and IB at the end of the year, measure progress diplomas, the institutional value placed upon throughout the year. community service permeates our programs and is an integral part of what we do. Overall the results this year indicate that the performance of VIS students is statistically the At the IB Diploma level, each 11th and 12th same as the average for students around the grade student is required to maintain a world. “balance” of community service in their lives as an aspect of their Creativity, Activity, Service The charts below together with more specific (CAS) programs. This past year students have data on individual students/groups of students initiated and contributed to a broad range of are some of the many data pieces we consider service activities, engaging with both the VIS 5 Annual Report 2015 - 2016 VIENTIANE INTERNATIONAL SCHOOL To Challenge, Inspire and Prepare Learners for Life

community and with the world outside our curricular links to service projects and school walls. In school, our year 11 and 12 experiential learning. students served the community through their roles as club leaders, event organizers, service event volunteers, media creators, developers of ACTIVITIES AND EVENTS awareness campaigns for the community, and Vientiane International School is proud to be a activity organizers for younger students, founding member of the Mekong River among other projects. Projects such as house- International Schools Association (MRISA). building, working with less advantaged This association of schools meets for regular students in Lao schools, volunteering their time sporting, artistic and leadership activities. The in numerous capacities, fund-raising for sporting tournaments include volleyball, various projects, and providing ongoing basketball and football (soccer) for girls and educational opportunities to students of our boys at junior and senior secondary levels. In sister school through the Youth Educating 2015 – 16, VIS was represented in all Youth Saturday school program (YEYS) are tournaments with results shown in the table notable examples of student contributions. below.

As testament to the importance of the personal development provided through service Tournament Girls Boys projects at VIS, a number of our year 12 Senior Football 4 6 students reported in their final CAS interviews Junior Football 1 8 that their community service experiences Senior Basketball 3 5 served as one of the greatest character- Junior Basketball 2 5 building element of their VIS education. Senior Volleyball 8 7 Junior Volleyball 8 6 At the MYP level, students are also involved in a broad range of community service activities, The MRISA Junior basketball tournament was ranging from their active participation in hosted by VIS in November 2015. This required service clubs such as the Green Team, Global a massive effort by the whole community to Issues Network, Student Council, Cultural host all the competitors from participating Activities Committee and the very active Youth schools. The support of the community in Educating Youth Service group (YEYS). Many providing housing for visiting athletes allows students volunteered their time in support of for our continued involvement in MRISA events school events such as One World Day, MRISA and is a major attraction for the students who sport tournaments, shows and theater are part of travelling teams. Students and performances. Beyond the numerous student teachers volunteered their time to help with selected service opportunities, the eighth grade officiating, media, set up and many other tasks. “Design a Carnival Game” project for the The community atmosphere throughout the Parents and Friends Spring fundraiser, along tournament was showcased with a packed with a number of our One World Day grade front court and loud cheering for both the level projects demonstrate how our MYP home and visiting teams. VIS received positive teachers are striving to create greater MYP 6 Annual Report 2015 - 2016 VIENTIANE INTERNATIONAL SCHOOL To Challenge, Inspire and Prepare Learners for Life

feedback from our community and the visiting • Pi Mai Lao Assembly schools. • VIS’ Got Talent • Francophone Day Students also participated in the MRISA • Celebrate Mother Tongue Day Leadership Summit, Arts Exchange and Model • Athletics and Swimming carnivals United Nations • Grade 12 Graduation

Football, volleyball and basketball FINANCIAL OUTCOMES competitions for U12’s (under 12’s), junior and senior squads were also held within the The 2015 – 2016 year resulted in a US$71,431 Vientiane Schools Sports Association (VSSA), deficit. The school experienced a 3% reduction an organization that has been strongly in student’s growth compared to last school supported by VIS. year and fell 5% below the enrollment budget for the year. Simultaneously, we experienced The school swim team, the Mekong Dolphins wait lists in EY and Grade 1. maintained a membership of over 78 students throughout the year. VIS hosted swim meets in Total Tuition Income for the year was November and April with invited guests from US$7,098,886. For the past few years, the local schools. These were great opportunities school has experienced an average of 11% to create awareness of our swim program. A growth in income; however, with the reduction representative team participated in swim in students, the average has been reduced to meets in UNIS in November and in Phuket in 9%. May.

During the 2015 – 2016 school year, the Co- Income Received Curricular Program changed to a rotation of three sessions of approximately 10 weeks each. $80,00,000 $70,00,000 All activity and athletic programs across the $60,00,000 school are now aligned. The program also $50,00,000 $40,00,000 piloted on-line sign up for both the primary $30,00,000 $20,00,000 and secondary program. The pilot was a $10,00,000 success and will continue to be used in the $- future.

Other significant events arranged by the school during the year that parents and students Tution fee Total income supported strongly included: • Secondary performing arts musical and theatre shows The school continues to invest in program • Grade 12 Art Exhibition expansion and the educational materials and • Grade 10 Personal Project Exhibition facilities required to these support programs. • PYP Exhibition 7 Annual Report 2015 - 2016 VIENTIANE INTERNATIONAL SCHOOL To Challenge, Inspire and Prepare Learners for Life

DISTRIBUTION OF EXPENSES Total Capital Income for the year amounted to SY15-16 US$1,080,000.

10% The major cost for individual items within the Support 14% capital expenditure were: Admin. • Furniture, air-conditioners and ICT for curriculum use: US$485,000. 76% • Final payment for the language building: Instruct. US$102,000

• Renovation work on existing buildings:

US$148,000 Total Operational Expenditure for the year was • Principal payment of bank loan: US$7,439,277. Operational expense categories US$200,000. are described below:

Instructional Expenses Capital Expenditure SY15-16 This includes teacher salaries and benefits, teaching materials, program resources and any other student activities such as MRISA and Furniture and IT SALSA trips. equipment for 21% curriculum Approximately US$5,569,288 in 2015-2016 New Faclities - 16% 52% Language Building

Administrative Expenses 11% Renovation and aircon whole school This includes administration staff salaries and benefits, accreditation memberships, Bank loan accounting and auditing, printing, software licenses and other administrative costs. Approximately US$1,027,335 in 2015-16

Support Expenses Operational Income and This includes ground staff salaries and benefits, Expenditure premises leasehold, loan interest, profit taxes, $80,00,000 utilities, transport, ICT and school $60,00,000 maintenance. $40,00,000 $20,00,000 Approximately US$842,658 in 2015-16 $0

Capital income from the Annual Capital Fee is directed to the development of the facilities and significant capital investments. The section Tution fee on Facilities and Infrastructure gives details on Total income the projects within this financial area. Operational Expenditure

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Lao law has no category for international, non- office for the Japanese school. The school has profit organizations and therefore ‘ownership’ made all payments for this building. of VIS is vested in the Director of the school, which is registered as a business. Each Director During the year VIS installed a ventilation transfers this ownership to the Board of system in the frontcourt that includes 8 water- Trustees as a condition of their employment. blowing fans on each side of the bleachers. This Parents act as ‘shareholders’ during the period system will reduce the temperature on the that their children are enrolled at VIS through frontcourt during sporting events, PE classes the election of Trustees. This structure enables and school wide assemblies and has proven to VIS to operate with a parent-elected Board of be a major success. The front court also has a Trustees holding strategic and fiduciary new sound system with a dedicated sound responsibility while the Director holds room in the old PE building to protect the operational responsibility. equipment from the heat and humidity.

Registration as a business has a financial The school has finished the replacement of all impact on the school in terms of profit tax and old air conditioning units and continues to value added tax (VAT). Tuition fees are exempt install environmentally friendly ceiling units to from VAT but everything the school purchases improve efficiency and space management. The is subject to 10% VAT. The Annual Capital Fee school has also invested in a solar panel is not subject to profit tax. lighting system for all outside corridors A room in the primary wing was refurbished as The school undertakes one official Agreement a design technology learning space. This space upon Procedures through Lao Accounting is used by individual classes, the co-curricular methods by KPMG. They have just completed program and as a Maker Space. their first AUP for the Lao calendar year 2015. All secondary classroom furniture was upgraded and included new student tables and special ergonomic chairs. FACILITIES AND INFRASTRUCTURE Numerous traditional Salas for both Primary In 2014 - 2015 the school initiated the Science and Secondary student were built and placed lab refurbishment in secondary with four new on the school’s ground for students to use labs /classrooms on two floors. The labs are during school hours for special projects, breaks connected with a small elevator to safely move and lunch hours. chemicals between the four classrooms. This project was completed in school year 2015-16. Over the winter break, additional wheelchair ramps were added to the campus that meet The school designed and built a new wing to specifications required by our accrediting the school – the language building. The organizations for health and safety. An building is located behind primary school and outcome of our strategic planning process was has two floors with nine dedicated classrooms to consider ways in which to increase diversity for our language and mother tongue program, a of our student body. These changes allow us to workroom for mother tongue teachers and an 9 Annual Report 2015 - 2016 VIENTIANE INTERNATIONAL SCHOOL To Challenge, Inspire and Prepare Learners for Life

enroll children who use wheelchairs for Leaving Staff 2015 - 2016 mobility. Information Michael Andreas Technology A one-to-one laptop program was initiated for Katie Berry Secondary Teacher 2013/14 and has continued with students from Vongvilay Daoheuang Cleaner grade 5 through grade 12 being provided with a leased laptop with Microsoft Office suite. Alain Delsahut Secondary Teacher Students also have the option of selecting an Alex Fontainas Secondary Teacher Apple Macbook Air or Pro, or providing their Jo-Anne Franks Primary Teacher own device which meets the school’s specifications. Prep through Grade 5 have a Janna Gibson Primary Teacher two to one ratio of ipads in the classroom. A Garret Hotrich Secondary Teacher further investment in technology has taken Loren Jacobson Primary Teacher place in the Library with numerous ipads Khai Khaimala Cleaner available to students, teachers and parents. The investment in technology has allowed for Dirk Koolmees Secondary Teacher seamless integration of technology throughout Chris Lister Secondary Teacher the campus to support and enhance student Phanovanh Language Assistant learning. Louangaphay Suzanne Masi Secondary Teacher

Amelia O'Brien Primary Teacher STAFF INFORMATION Mimi Sivongsay Bus Monitor The quality of staff is the number one factor in Mone Volazina Gardener maintaining a high quality educational program to support the learning and growth of Philip Williams Librarian our students. Staffing policies continued to Katherine Williams PYP Coordinator focus on attracting and retaining staff with the Yaexiong Guard Supervisor teaching philosophy and pedagogical expertise Xaikhueyeatuoa aligned with our mission, objectives and the

International Baccalaureate programs. STRATEGIC PLAN

In 2015 – 2016 staffing was increased to Last year, the Strategic Plan moved into the provide additional time for middle level operational phase of the plan based on leadership in the secondary and to support the recommendations from the work groups of expansion of programs including secondary 2014 – 2015. school counseling. Recommendations for the 2016 – 2017 year

were shared and approved by the board in Leaving staff patterns this year are reflective of May. those in past years.

The work that took place in 2015 – 2016 is outlined below. 10 Annual Report 2015 - 2016 VIENTIANE INTERNATIONAL SCHOOL To Challenge, Inspire and Prepare Learners for Life

Enriched Curricular Choices COMMUNITY PARTNERSHIPS • Primary design room was refurbished and is regularly used by teachers in the primary The Parents and Friends Association (P&F) division. The room has also been opened up continued to be a strong contributor to the as a “Maker Space” for students. culture and enrichment of the school for both A second classroom in the secondary • our students and the wider community. The building has been converted into a room that can be used for “Design Technology” P&F organized a number of events throughout classes. the year, provided funds to student groups for • A feasibility study on increasing the IBDP service initiatives and worked closely with our options to include “Design Technology” was technology and facilities department to ensure completed. that technological hardware and classroom Strong Language Programs equipment and furniture no longer in use at • Parent forums were held throughout the VIS was refurbished and allocated to the Lao year for parents with children enrolled in community. Some of the highlights of the year the Mother Tongue program. included: Mother Tongue tutors attended an MYP • • One World Day Language workshop in November. • Class parents • A feasibility study on 3 language offerings in • Fun Fair the MYP and DP (additional language offerings in the Language Acquisition • Halloween program and the possible pathways for • On-going support of cultural activities and students to engage in more than two events languages) was completed and presented to • Garage sale parents.

Comprehensive Co-Curricular Programs • The Co-Curricular Program moved to a trimester rotation model. • On-line sign ups were introduced for both the primary and secondary CCP program. • An evaluation model for the CCP was developed and implemented which includes surveying both parents and providers at the end of each rotation. • A financial audit of the CCP was conducted. Recognizing Needs and Talents. • A “Recognizing Needs and Talents” handbook was completed. • To improve access to the campus for students with physical disabilities, wheelchair access was improved through the building of ramps that meet appropriate specifications for safety.

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