2014-2015
ANNUAL REPORT
experiences designed to promote the maximum potential of its students. OUR MISSION The American School of Dubai’s mission is to challenge and inspire each student to achieve their dreams and to become a passionate learner prepared to adapt and contribute in a rapidly changing world. CORE VALUES Compassion | Excellence | Integrity | Respect | Responsibility STUDENT PROFILE Thinker | Communicator | Contributor | Learner | Leader & Role Model CONTACT P.O. Box 71188 Dubai, UAE +971 4 395 0005 www.asdubai.org
Contents From the Chairman of the Board of Trustees
04
Financials 2014-2015
30
From the Superintendent
06
The ASD Distinction: A Not for Profit School
31
ASD by the Numbers 07 Students Faculty and Staff Advanced Placement & College Admissions
Advancement
32
Communications
32
Alumni Relations
34
Giving 2014-2015
35
Athletics, Aquatics, The Arts & Campus Recreation
11
Donor Honor Roll
A Grand Piano for ASD
Our Collaborative Community of Practice
14
The Friends of the American School of Dubai Foundation
Service Learning at the Confluence of Mission
18
The Dream to Stream: The Broadcasting Studio 36
Educational Technology Highlights
20
A Full Circle Experience - A Long Walk to Water 38
Arabic Program Overview
21
Pursuing A Passion with Oneness
40
Elementary School - Empowering Students in Our Rapidly Changing World
22
Celebrating the Class of 2015
41
Middle School - Caring about Education
24
Our Community Building Partners
42
42
Booster Club
High School - A Year of Feedback, Program 26 Implementation and Planning
C.A.S.T.
44
45
Facilities & Operations
Special Memories: Honoring Retiring Faculty
28
PTSA
48
The 2014-2015 Annual Report is a publication of the ASD Advancement Office. Please send feedback and suggestions to jmartinez@asdubai.org.
P.O. Box 71188, Dubai, United Arab Emirates Tel: +971 4 395 0005 | www.asdubai.org
Editor Julia Martinez, Director of Advancement Graphic Design and Printing Patricia Troskie, Spectrum Digital Print Solutions
Accredited by Middle States Association of Colleges and Universities | College Board APÂŽ Diploma School
2014-2015
ANNUAL REPORT
Front Cover Students of the American School of Dubai
ASD Annual Report 2014-2015 | 3
From the Board of Trustees The pursuit of excellence in education is well demonstrated by our teachers, administration and students. Our parents, alumni and other friends of ASD continue to give their full support to this pursuit. The 2014-2015 school year is a year to be remembered as one of excellence and achievement. As the year came to an end, the Board of Trustees was completing a process of adding new members to our Board and expanding the participation of others to help with governance processes and the work to be done. There was an outstanding response and interest in helping the school and I am happy to report that succession planning and our system of school governance remains quite strong due to the many who are interested in helping the school. During the 2014-2015 year, the American School of Dubai reached a very important milestone. I am pleased to share the school finished all loan payments for the Al Barsha campus. The completion of the loans took a number of years and was a tremendous amount of work. The Board of Trustees and the ASD community is very proud to have achieved this. The success of our students and school is only possible with the dedication of our teachers and administrators who
work countless hours planning, teaching, coaching, advising and watching our children as they grow to adulthood. To support students and their path to attend college, our counseling staff maintains strong ties with many colleges and universities in the U.S. and Canada. We believe the combination of strong academics, a myriad of other vibrant activities and support from our faculty provide the tools for our students to be ready to adapt and contribute in a rapidly changing world. The 2014–2015 year was a fantastic year for our seniors and their college acceptances. Our seniors are off to campuses like MIT, University of Pennsylvania, Columbia University, CalTech and many others. ASD graduates are doing well and have very successfully started their next educational journey. We are proud of them. As we finished the 2014-2015 school year, we anticipated the start of construction of the new middle school during the summer. To prepare for the coming expansion, we increased our enrollment by 130 students for the year 2015-2016. The additional enrollment expansion has gone very well and new students are settled in and our waiting lists continue to grow. We continue to target and remain committed to the construction of the new middle school as it is critical for the future of the school and will allow many additional students to enjoy the benefits of an ASD education. All of the above demonstrates the success and vibrancy of the American School of Dubai. It is one thing to talk of instilling spirit in a school. It is quite another to exhibit a spirit so vibrant that anyone coming on campus feels it immediately and often remarks on that energy and excitement. Such spirit is hard to attain if just a few are trying to develop it. It is easy to attain if everyone is engaged and working in their own way to build and support excellence in academics, arts, athletics and the myriad other co-curricular and extracurricular activities. The pursuit of excellence in education is well demonstrated by our teachers, administration and students. Our parents, alumni and other friends of ASD continue to give their full support to this pursuit. All of us who are a part of the ASD community are proud of this year’s accomplishments and firmly believe we continue on the path to being recognized as one of the top American curriculum schools in the world. Mr. Phil Garrison Chairman, Board of Trustees American School of Dubai
Farewell and Welcome “The 2014-2015 year brought the departure of two dedicated members of the ASD Board of Trustees. The entire ASD community conveys their sincerest gratitude and thanks Ms. Anne Jafery and U.S. Consul General Rob Waller for their years of committed service to ASD. Words cannot fully express the heartfelt gratitude for the countless hours given by these two board members in support of the success of the American School of Dubai.” Dr. Brent Mutsch Superintendent American School of Dubai
Farewell ANNE Z. JAFERY Anne Jafery joined the ASD Board of Trustees in June 2006 and leaves after ten years of dedicated service. A graduate of the University of Michigan, Ms. Jafery has lived and worked in Dubai since 1989. She owns and runs several businesses and is the GCC trade representative for a number of U.S. state governments and trade organizations. Ms. Jafery is also the Chairman of the Middle East Council of American Chambers of Commerce and a board member of the American Business Council of Dubai and the Northern Emirates. Anne has two children, Reza and Lena, who are both ASD alumni. ROB WALLER U.S. Consul General Mr. Rob Waller served as a dedicated ASD Trustee since 2012 when he became the United States Consul General to Dubai. He departs to assume new career duties outside the U.A.E. Rob has been a member of the U.S. Foreign Service since 1998, serving in a variety of postings in Washington, D.C. and overseas, including Baghdad and Paris. He holds a BA in Near Eastern Studies from Brigham Young University, a DPhil in Mediterranean Studies from King’s College, London and is a recipient of the State Department’s James Clement Dunn Award for Excellence in mid-career officers.
Welcome KIM KELAITA Kim Kelaita has called Dubai home for the last 18 years. She and her husband, Cliff are the parents of three ASD students in the elementary and middle schools. Kim Kelaita is a CNN International freelance producer and reporter. She is a regular contributor to CNN’s Inside the Middle East, CNN International, World Sports and World Business Today from CNN’s Middle East hub in Abu Dhabi. Kim produces news segments on local as well as international events in the UAE, Qatar, Bahrain, Oman, and Kuwait. Before moving to Dubai, Kim worked as an anchor and reporter in New York City. Kim is also a cofounder of Landmark Properties and founding partner of MENA Properties and Listaproperty.com. RASHAD SINOKROT Rashad Sinokrot has lived in Dubai since 2008. He and his wife, Razan have a son in the elementary school. Mr. Sinokrot is Chief Executive Officer and Board Member of GCC Services, one of the Middle East’s fastest growing providers of facility management. GCC Services is active in promoting Corporate Social Responsibility and was awarded the Golden Award of Excellence in CSR from the Arab Organization for Social Responsibility. Rashad has been active as a board member in various nonprofits across the Gulf. Rashad has a BA from Tufts University, is a Fulbright Scholar and holds a Master’s Degree in Business Administration from the Wharton School of the University of Pennsylvania. ASD Annual Report 2014-2015 | 5
From the Superintendent
The mission of the American School of Dubai is to challenge and inspire each student to achieve their dreams and to become a passionate learner prepared to adapt and contribute in a rapidly changing world. The ASD annual report is designed to comprehensively provide information that will enable all stakeholders of the American School of Dubai to know that ASD is successful in delivering on a mission that has high expectations for each of us as members of the school community. How do we know if we’ve challenged our students to achieve their dreams, become passionate learners or are prepared to adapt and contribute in a rapidly changing world? Through this report we begin to answer these questions. You will find an overview of student demographics, an update on the financial health of ASD, a summary of the financial giving of the past school year as well as highlights of the parentschool partnerships so important to developing the vibrant sense of community we enjoy as a school. At the core of an American education is an emphasis on a liberal arts education. This model provides students with the opportunity to be in a learning environment that values the development of the whole child and thus places a priority on the balance between core academic learning experiences and a broad range of experiences that are not limited to, but include: visual and performing arts, world languages, and health and physical education. Students beginning their experience in ASD’s elementary school are immediately invited into a classroom community that emphasizes a developmentally appropriate learning experience. Professional faculty who embrace research-proven practices provide students with experiences that develop their full potential in English, reading and language arts, mathematics, science and social studies. The core academic program is further enriched through time being committed on a weekly 6 | ASD Annual Report 2014-2015
basis to Arabic, art, health, library, music, physical education and technology. The ASD middle school experience is designed to address the academic, emotional, physical and social needs of adolescents. Once again, the core academic program in language arts, mathematics, science and social studies is complimented by a wide range of exploratory and elective offerings that provide students the opportunity to explore areas of interest, passion and talent. The middle school program is designed to prepare students to smoothly transition into a high school experience that is collegepreparatory in nature. The high school program provides both a range and depth of experiences that enables students to further explore their passions and prepare to successfully transition to a postsecondary opportunity that will represent a best-fit. The high school has the widest range of options and choices that are made available to students. In consultation with parents and competent and dedicated counselors, students design a program of study that enables them to build on strengths, further explore and develop interests and challenge themselves to prepare for the range of options available beyond the ASD experience. We are pleased to share this report with you and know that without the support of the entire ASD commmunity, the success of 2014-2015 would not have been possible. Dr. Brent Mutsch Superintendent American School of Dubai
ASD by the Numbers 2014-2015 STUDENTS 2015 Graduates
Student Enrollment 125
126 115
Elementary School 779 106
Total graduates in the Class of 2015
Middle School 370 High School 505
Class 2014
Class 2013
Class 2012
Class 2011
125
Class 2015
73
12
6
7
7
6
*June 2015
K1 - Grade 12*
1,654
Students graduating who attended ASD from kindergarten through Grade 12.
Average Tenure of Students 2013-2014
2014-2015 2.85 yrs Elementary School 4.49 yrs
Middle School
5.1 yrs
High School
2.6 yrs Elementary School 3.4 yrs 4.4 yrs
Middle School High School
Student Nationalities
53 TOTAL
NATIONALITIES
United States
62%
Canada
16%
Other
22%
Australia, Austria, Bahrain, Belgium, Bosnia and Herzegovina, Brazil, Canada, Chile, China, Croatia, Cyprus, Denmark, Egypt, France, Germany, Greece, India, Indonesia, Iran, Iraq, Italy, Jordan, Kazakhstan, South Korea, Lebanon, Libya, Luxembourg, Malaysia, Netherlands, New Zealand, Nigeria, Norway, Oman, Pakistan, Philippines, Portugal, Romania, Saint Kitts and Nevis, Saudi Arabia, Singapore, Slovakia, South Africa, Spain, Sweden, Switzerland, Syria, Tanzania, Tunisia, Turkey, United Arab Emirates, United Kingdom, United States of America, Venezuela *Passports of record, June 2015
ASD Annual Report 2014-2015 | 7
FACULTY AND STAFF New Positions 2014-2015
Number of Faculty and Staff
This year, ASD welcomed a number of faculty and staff to new positions developed in alignment with the 2013-2018 strategic plan. The positions further the development, impact and strength of learning in academic programs for student growth.
152
305 TOTAL
Teaching Faculty
Director of Arabic: A position to further develop ASD’s Arabic Language program.
EMPOLYEES
Director of Educational Technology: A position to ensure strategic added value in the use of technology to support the teaching and learning experiences for students, faculty and staff. Teaching and Learning Coaches: Two faculty coaching positions enable personalized, self-directed professional development and support teachers in planning, assessment and instruction. Coaches help to foster learning-focused dialogue throughout the school.
Post-graduate degrees Faculty and Administration
Service Learning Coordinator: A position bringing strategic oversight and growth in the development of K-12 Service Learning program. High School English Teacher: A faculty position to support the implementation of the College Board Advanced Placement ® Capstone Diploma program.
3%
67%
30%
Middle School Learning Support: A faculty position to provide additional learning support to better meet the learning needs of middle school students.
Doctorate 6
Masters 120
Bachelor 54
Middle School Technology Teacher: A position adding expertise to further support students in an area that is rich with application in a world growing increasingly technology dependent.
Demographics by Passport
Middle School World Language Teacher: A position adding depth to ASD’s Grade 6 World Language program that offers Arabic, French and Spanish as a second language.
United States 60% Canada 20% Other 20%
Since 2006, ASD has partnered with Buffalo State, SUNY to support professional development of faculty towards obtaining their graduate degrees. Over the years, 33 ASD faculty have achieved a master’s degree by participating in this program. In 2014-2015, ASD established a partnership with the University of Northern Iowa (UNI) to offer a new graduate program and blended course of study which leads to a Master of Arts in Education. ASD will also continue to offer continuing education credits through SUNY.
Years of Service to ASD Teaching faculty (152)
The Buffalo State SUNY Program and University of Northern Iowa
50% 33% 8%
Years
8 | ASD Annual Report 2014-2015
1-2
3-5
6-8
4% 9-11
5%
12+
ADVANCED PLACEMENT RESULTS COLLEGE ADMISSIONS Advanced Placement Results Classes of 2014 & 2015 AP EXAM
%3 or higher %4 or higher Exams completed
Biology
96%
67%
Calculus AB
93%
82%
74
100%
88%
25
Chemistry
78%
49%
80
Computer Science
47%
40%
15
English Language
82%
51%
131
English Literature
72%
29%
117
European History
89%
63%
35
French Language
100%
100%
25
Macroeconomics
58%
44%
139
Microeconomics
59%
44%
139
Music Theory
89%
78%
9
PhysicsB/Physics1
85%
60%
20
Physics C (All)
87%
70%
23
Psychology
89%
71%
96
Spanish Language
100%
96%
23
Statistics
79%
56%
71
Studio Art (All)
85%
70%
27
US History
84%
60%
55
Students receive recognition as AP Scholars in 2015
366 Graduate totals for 2013, 2014 & 2015
For the classes of 2013, 2014 and 2015 3%
55
Calculus BC
134
University Matriculation
7%
3%
15%
72%
United States of America Canada Europe & UK United Arab Emirates & Middle East Other
2015 AP Scholar Awards
2014 AP Scholar Awards
ASD had 134 students receive recognition as AP Scholars. Nine students were granted AP International Diploma
ASD had 97 students receive recognition as AP Scholars. Six students were granted an AP International Diploma.
AP Scholars
AP Scholars
AP Scholars with Honor
AP Scholars with Honor
AP Scholars with Distinction
AP Scholars with Distinction
44
37
53
33
17
47
ASD Annual Report 2014-2015 | 9
TOP UNIVERSITY DESTINATIONS Classes of 2013, 2014 and 2015 Northeastern University (13) University of Toronto (12) New York University (10) American University (8) Boston University (8) McGill University (7) The George Washington University (7) Columbia University, NYC (6) Concordia University, Canada (6) Purdue University (6) University of British Columbia (6) University of California, Los Angeles (6) University of Colorado (6) University of Southern California (6) Western University (6) University of California, San Diego (5) University of Maryland (5) Texas A&M University (5) University of California, Berkeley (4) Northwestern University (4) University College London (4) University of Pennsylvania (4) University of Victoria (4) University of Virginia (4) American University in Dubai (3) American University of Sharjah (3) University of California, Davis (3) Emory University (3) Florida Institute of Technology (3) Georgia Institute of Technology (3) Johns Hopkins University (3) Loyola University Chicago (3) University of Texas, Austin (3) St. Francis Xavier University (3) University of Washington (3) American University of Beirut (2) Amsterdam University College (2) Arizona State University (2) University of Arizona (2) Babson College (2) Blinn College (2) Carleton University (2) University of California, Irvine (2) University of California, Santa Barbara (2) Claremont McKenna University (2) Florida Atlantic University (2) Fordham University (2) Georgetown University (2) Glion Institute of Higher Education, Switzerland (2) University of Illinois, Urbana-Champaign (2) Kean University (2) Korea Advanced Institute of Science and Technology (2) Loyola Marymount University (2) University of North Carolina (2) Pace University (2) Parsons The New School for Design (2) Queen’s University (2) School of the Art Institute of Chicago (2) Suffolk University (2)
10 | ASD Annual Report 2014-2015
Syracuse University (2) Texas Tech University (2) Wake Forest University (2) Wentworth Institute of Technology (2) University of Wisconsin, Madison (2) University of Arkansas Auburn University Boston Conservatory Bridgewater College University of California, Santa Cruz California Polytechnic State University California State University Chapman University Chattahoochee Technical College College of Charleston University of Chicago Collin College Columbia College Concordia University University of Connecticut Cornell University DePaul University DigiPen Institute of Technology The Evergreen State College Fashion Institute of Design and Merchandising Flagler College Florida Gulf Coast University Florida State University George Mason University University of Georgia Grand Valley State University Iowa State University Kalamazoo College Kansas State University Lasell College William Rainey Harper College Willamette University University of Guelph, Canada Université de Montreal, Canada Mount Allison University, Canada Mount Royal University, Canada University of Ottawa, Canada Ryerson University, Canada Wilfrid Laurier University, Canada University of Bocconi, Italy Bournemouth University, UK Brunel University, UK Copenhagen Business School, Denmark Durham University, UK Erasmus University College, Netherlands IE University, Spain Imperial College London Istituto Marangoni, Paris King’s College London Leiden University, Netherlands Leavia School of Aviation, Portugal Newcastle University, UK University of Oxford, UK Royal Holloway, University of London Suffolk University Madrid, Spain
Emirates Academy of Hospitality Management, UAE University of Wollongong in Dubai Australian National University Edith Cowan University, Australia The Hong Kong University of Science and Technology Korea University Stellenbosch University, South Africa University of Sydney, Australia Yale-NUS College, SingaporeLiberty University Massachusetts Institute of Technology University of Massachusetts Mesa Community College Miami University Michigan State University Mississippi State University University of Missouri, Columbia New College of Florida Norfolk State University Northern Arizona University University of Notre Dame Occidental College Oglethorpe University Ohio University The Ohio State University Oregon State University Pennsylvania State University Polytechnic Institute of NYU University of Puget Sound Rice University Rochester Institute of Technology Saint Leo University University of San Diego San Diego Mesa College Santa Barbara City College Sarah Lawrence College Seattle University Seton Hall University St. Norbert College St. Petersburg College Stony Brook University SUNY Maritime College Susquehanna University Swarthmore College University of Tennessee University of Texas, Arlington University of Texas, San Antonio University of Texas, Tyler Tufts University University of Tulsa Vanderbilt University Vassar College Virginia Commonwealth University Virginia Polytechnic Institute and State University Washington State University Wheaton College Wilkes University
Athletics, Aquatics, The Arts and Campus Recreation
ATHLETICS ASD Athletics is responsible for the selective, competitive sports programs for boys and girls in the Middle and High School and supports U-14, Junior Varsity and Varsity sports. The 2014-2015 year was a year of growth, change and championships. A number of additional student opportunities for interscholastic competition were refined and developed. Many team championships and school records were achieved and celebrated. Finally, the 2014-2015 school year brought change in a new competition conference structure when the EAC league decided to change its current form to allow individual school programs to continue to evolve and grow independently. Sports Programs Swimming Dance Soccer Tennis Cross Country Baseball Track & Field
Volleyball Cheer Team Basketball Wrestling Softball Badminton
Student Opportunities and Accomplishments • U-14 Track and Field wins first team championship. •S econd season of the Cheer team grows from 5 students to 19. • MS and HS Dance team was introduced due to high student interest. • Junior Emirates Athletic Conference (JEAC) added a Grade 6 program for soccer, basketball, track and field and swimming. • Ten coaching positions were added to match program growth, totalling 75 coaches for the year. • 15 new school student-athlete records were set this year. Competition Results Emirates Athletic Conference (EAC) Total:
40 Tournaments 20 Championships 9 Silver Medals 8 Bronze Medals
Middle East Schools Activities Conference (MESAC) Abu Dhabi, New Delhi, Muscat, Doha, Dubai schools Total:
32 tournaments 7 Championships 18 Silver Medals 2 Bronze Medals
Athletics Facilities Improvements The Athletics program benefitted from a number of physical plant improvements. This year brought a new batting cage, basketball and volleyball training equipment, Cheer team mats and the installation of a safety curtain. With funding support from the Booster Club and PTSA, ASD received a new sound system for field use, Falcon’s Nest furniture and a grill area shade.
ASD Annual Report 2014-2015 | 11
THE ARTS Humans have a fundamental need to express themselves in the arts. The ASD Arts program provides opportunities for students K1- Grade 12. In addition to curricular and co-curricular performing, visual, voice and instrumental learning opportunities for students, extracurricular programs for the 2014-2015 school year included: Elementary Variety Shows Middle and High School Variety Shows Middle & High School plays High School Musical - Grease Middle School Musical - Captain Louie Elementary Musical - Stay Out of Trouble Frankie! AMIS (Association for Music in International Schools) MESAC Senior Arts Junior Art Invitational ASD art shows International Thespian Society
AQUATICS From blowing first bubbles to the potential of competitive swimming, ASD Aquatics offers programs to build skills and the enjoyment of swimming to enhance the physical, social and emotional aspects of life. During the 2014-2015 school year, the ASD swim program consisted of providing four basic phases of development in swimming and water safety. The elementary swim program (Dolphins, Sharks and Mantas) works to prepare young people to progress to the Middle School U14 and MESAC swim teams. Aquatics offers opportunities for advancement and competition, hosting many meets and programs such as: Nancy Crosser Swim Meet Million Meter Swim Red & White Invitational Adult Triathlon Club Learn to Swim Program Adult Lane Swimming Water Polo Warriors
12 | ASD Annual Report 2014-2015
CAMPUS RECREATION Campus Recreation continues to offer programs to inspire holistic, healthy, active living and learning. During the 2014-2015 school year, Campus Recreation managed over 1900 student contacts per week through the ASPA parent-led activities, faculty-led After School Recreation Program (ASRP) activities as well as middle and high school intramurals. Campus Recreation sponsored further growth of the Mini Falcons sports program for Grade 4 and 5 students and the JF6 sports for Grade 6 students. Campus Recreation partnered with PE to provide inclusive competitive experiences and participated in the new Junior Emirates Athletics Conference (JEAC) league. To further the aim to provide an inclusive scope and sequence for extracurriculars, the new Little Falcons program in soccer and basketball for Grade 2 and 3 students was developed. In all, these developmental sports programs involved over 200 elementary and Grade 6 students. Campus Recreation continued to host core activities delivered by highly professional external individuals and organizations on the ASD campus. Gymnastics, Learn to Swim, Dance, Tae Kwon Do and many other popular community activities attract hundreds of ASD students to stay active and learn new skills after school and on Saturdays. The scouting program, which is also hosted at ASD, continued to deliver on the strong mission of the Cub, Boy and Girl Scouts of America.
Finally, Campus Recreation ran successful activities for the adult community. During 2014-2015, evening and after hours sports were offered throughout the week. Parents continued to use ASD facilities at specified times to further their own fitness and health goals.
DUCE 2015
(Dubai Ultimate Charity Event) DUCE is a Campus Recreation competitive Ultimate Frisbee and charity event that provides sports fun to the community and funds student organizations with a core charitable purpose at ASD. Net proceeds of DUCE 2015 totaled AED 51,840 and supported SEENAH, Little Wings, Kids For Wish Kids and Room to Read at ASD. Special thanks to DUCE 2015 sponsors: Cravia, Cinnabon and Zaatar W’ Zeit; CAE; Loon Energy; Exclusive Acrylic; Mountain Quests; PepsiCo; and The American School of Dubai.
ASD Annual Report 2014-2015 | 13
Our Collaborative Community of Practice Michelle Kuhns, Director of Learning This has been an exciting year of learning in the further development of our community of practice at the American School of Dubai. During the 2014-2015 school year, the Learning Leadership Team identified these learning principles for special focus: • Learners need clear expectations for quality of process, performance, and product. • Effective feedback, reflection and self-assessment are essential to deepen and extend learning. These two powerful principles directly support the key elements necessary in a standards based learning system.
Michelle Kuhns
Implicit in these principles are clear expectations, purposeful planning, and clear communication through rubrics and other forms of feedback. Teachers engage in collaboration and reflection in teams, and students own their learning through application of feedback, reflection and self-assessment. The school is a collaborative community of practice, where educators partner with students and their families to establish a rich environment for learning.
The ASD Learning Principles
A Culture of Coaching
Developed and adopted during the 2012-2013 school year, these eight principles describe and guide the desired learning experience for the ASD community of learners.
The primary purpose of coaching is to partner with teachers in reflecting on the impact of their decisions, in order to deepen student learning.
Learning has inherent value. Learners experience the power of an idea for themselves. Learning is enhanced when goals are clear and personalized. Learners engage when they see the importance of the work and experience a sense of accomplishment. Learners need clear expectations for quality of process, performance and product. Learners thrive in a safe environment. Effective feedback, reflection and self-assessment are essential to deepen and extend learning. Independent thinking and creativity flourish within a stimulating environment.
14 | ASD Annual Report 2014-2015
Joellen Killion, senior consultant at Learning Forward.
In support of developing our ASD community of practice, teachers partner with Teaching and Learning Coaches for the common goal of ensuring each student continues to grow in her or his learning. Recognizing that teacher learning is key to student learning, these coach-teacher partnerships are student-focused and driven by evidence of student learning. Together, they engage in job-embedded professional learning that includes visits to colleagues’ classrooms, departmental learning walks, and looking at student work together.
Additional Key Leadership Roles In addition to the teaching and learning coaches, ASD established the three key positions of Service Learning Coordinator, Director of Arabic Language, and the Director of Educational Technology. With these three positions on board, student learning was elevated in a variety of ways. Service Learning is the intersection of the many facets of our mission statement and is a natural fit for our strategic student learning objective for students to contribute in a rapidly changing world by addressing a challenge, an opportunity or a situation. Recognizing ASD’s history of service, an audit was initially conducted to identify where service activities were already established in the school program and structures were put into place with a focused eye towards purposefully increasing the connections between curriculum and service. The Arabic program focused on engaging all students and further aligning the K-12 curriculum. The student experience was enhanced by visiting authors and artists, a book fair, additional books for the library, and integrated celebrations of Arabic culture. Educational Technology moved into an exciting year of reimagining the learning environment. Technology coaches supported teachers in their integration of 21st Century Skills and access to devices was increased for students. In recognition of the successes of the current one-to-one learning opportunities, the school will move to a one-to-one program beginning in Grade 1 in the 2015-2016 school year, with iPads in the primary Grades and laptops in Grades 4-12.
Documenting our Learning Program With the abundance of digital tools available for curriculum planning and documentation, schools are sometimes faced with the challenge of storing information in too many places. In a major effort towards consolidation and to ensure consistency and coherence in our K-12 program, the school has worked diligently this year in establishing clear documentation in regards to curriculum. At the highest level of our curriculum work, disciplinary philosophies have been refreshed to better reflect the mission, transfer goals have been established that offer opportunities for students to independently demonstrate the learning in their classes, and learning overviews for each grade level in each discipline have been drafted. With a look to more inquiry
ASD Annual Report 2014-2015 | 15
and concept-based approaches for students, teachers have explored essential questions and identified an articulation of concepts and understandings that grow and develop in complexity as students themselves grow. Teachers continue to plan for learning in a system that allows them to reference other grade levels’ learning expectations transparently, resulting in a well articulated, research-based, developmentally appropriate learning plan for students. Across the school, subject area programming was reviewed and refreshed. The social studies program review resulted in a redesign of the KG1 through Grade 9 program, with balanced emphasis on global issues and historical thinking through a study of civics, culture, geography, economics and history in each grade level. AP US History and AP Economics were both refreshed to match respective renewed AP frameworks. In addition, after research and review of world-wide student success data, the decision was made to add AP World History as an option. This course will be added in the 2015-2016 school year and will be open to Grade 10 students. The Creative Arts program was also in the midst of renewal during the 2014-2015 school year. Visual Arts prioritized standards in all grade levels and established cornerstone assessments that will provide programmatic information on student learning across multiple years. The High School courses were restructured to honor a more concept-based approach and developmental steps from skills through to design and communication. Elementary music refreshed resources and curriculum with a more world music lens and increased access for students to a variety of instruments. Drama and dance continued to develop rubrics and to articulate their courses, building a well-rounded, aligned program. ASD piloted the AP Capstone™ program by offering the AP Capstone™ Seminar course to selected juniors. These juniors had excellent success in their end of year
16 | ASD Annual Report 2014-2015
exams, and ASD was recognized as a very successful pilot program. Next year, this group of students will move into the second year of this program and will complete the AP Capstone™ Research course. English, Math, PE/Health and Science deepened their understanding of assessment and instruction in a standards-based learning system. Students were assessed on more articulated standards and received more specific feedback around the conceptual understandings and skills within each discipline. The World Language program explored proficiency-based programming and began to reconstruct the curriculum around proficiency in more explicit ways. As ASD continues to provide opportunities for students to explore their passions, programs grow and become rich with possibilities. The Computer Science and Technology department added courses in the Middle School and the High School including courses that make use of the new, state of the art video broadcasting studio. Numerous courses in this department were designed and will be implemented in the 2015-2016 school year. ASD adopted the InFlow research model during the 2014-2015 school year, allowing information literacy to be integrated across the K-12 curriculum. Teachers, librarians and teaching and learning coaches plan together to develop research opportunities for students. Librarians are teaching partners in information literacy. InFlow is flexible, simple and adaptable for the wide range of individual learning pathways, project-based learning, and collaborative work. The Student Services Team continued the work started in the 2013-2014 school year of aligning ASD’s learning support programs K-12. The counseling department adopted the International School Counseling Association (ISCA) standards and were trained on the framework for implementation in international schools.
Responsibility for Learning Through a continuously developing understanding of teaching and learning each teacher at the American School of Dubai seeks to positively impact the lives and learning of every student. The Faculty Professional Growth and Appraisal Strategic Action Team accomplished a number of strategic goals. This group worked in a study of professional growth and adult learning systems and built one that promotes learning. The team drafted a vision, identified Standards of Professional Practice for an ASD educator, planned learning pathways for teachers to explore peer partnerships, leadership, research and development, and identified the need for a full-year induction program for teachers new to the school.
from education professionals Fay Gore (Social Studies), Greg Duncan (World Language), Cheryl Brown (Counseling), Ryan Grady and Ron Lancaster (Mathematics), Stevi Quate (Disciplinary Literacy and English Language Arts), Pat Handly (Professional Growth and Appraisal), Fran Prolman (Teacher Leadership and Collaborative Community of Practice), Joellen Killion (Instructional Coaching), and Hilde McGeehan (Making Meaning in Unit Design).
Parent Partnerships Honoring the home and school partnership, ASD continues to provide opportunities for parents to learn more about trends in education and how they apply to student learning at ASD. During the 2014-2015 school year, eighteen Talk Tuesday sessions were offered, with many parents in regular attendance. Consultants and visiting authors also shared their experience and expertise with parents, offering insights into helping students make healthy choices about alcohol, tobacco and other substances (Freedom from Chemical Dependency); reading, writing and service to others (visiting authors Linda Sue Park and Jon Coy); and Arabic and the Arts (visiting Arabic professionals Yahya Abdallah and Margot Malatjalian).
Key Partnerships in Professional Learning For the second year in a row, ASD hosted an Advanced Placement (AP) conference in cooperation with the College Board™, a mission-driven nonprofit organization that connects students to college success and opportunity. Teachers in the region shared professional learning practices in relation to the recent changes made to various AP classes, including AP English Literature and Language (combined), AP Biology, and AP Studio Art. Near East South Asia Council of Overseas Schools (NESA) continues to be a guiding organization for ASD and partner schools. NESA hosts four conferences each year, during weekends in the fall, summer, and spring, that repeatedly have given both support and guidance to the initiatives at ASD.
Onsite Professional Learning The faculty and school leadership continue to refine the standards based learning system that begins with the learning plan and concludes with a standards based report card. Though elements of this system are consistent across divisions and disciplines, differences must also be honored relative to the nature of subject areas and the developmental ages of our students. ASD fosters thoughtpartnerships with experts that serve to guide this work. A number of these consultants work with teachers and school leaders over time and through return visits, increasing their understanding of the ASD learning culture and context, and deepening the level of professional learning over time. During the 2014-2015 school year, ASD welcomed visits
ASD Annual Report 2014-2015 | 17
Service Learning at the Confluence of the ASD Mission Debra Bufton, Service Learning Coordinator In alignment with the ASD strategic plan, during 2014-2015 the position of Service Learning Coordinator was established for the dedication and growth of the K-12 Service Learning program of the American School of Dubai. Although the position is new, service is not new to the American School of Dubai; our community has a strong history of service through co-curricular events and activities. Debra Bufton
Key Successes The focus this year was to assess current structures and organizations that support K-12 service learning, and to develop structures that build on existing strengths. A K-12 Student Organization Handbook was created to bring clarity to the processes and procedures impacting student-led organizations. The advent of Pursuits and Flex blocks in the middle and high school provided the opportunity to bring previously extracurricular service activities into the school day, furthering progress toward developing curriculum-integrated service learning. Grade 4 revitalized a service learning project that connects to counseling curriculum around special needs. Classes worked in teams to collect books and raise money for Dubai Center for Special Needs (DCSN). After a student research team visited DCSN to learn more about the school and to identify needs, students decided to help DCSN obtain books for their new library. ASD student teams sorted books to identify good quality, appropriate books and came up with plans to raise money so that DCSN could also buy new books. The project culminated with representatives from each class visiting DCSN and delivering the books and funds. Over 600 books and AED 4,600 were collected for DCSN. Environmental Science high school students completed annual projects on a variety of topics and presented them throughout the school in K1 HS classes. Vertical gardens, green cities, clean energy and hydroponic gardens were just a few of the initiatives developed by these students. Teachers across the school are making plans to integrate some of the projects that they and their students learned about as a result of these presentations.
18 | ASD Annual Report 2014-2015
The Sustainable Garden Coordinating Team was formed after a series of visioning exercises for the ASD organic garden. This team will work throughout next year to develop structures and systems to support greater integration of the garden with K-12 curriculum. We look forward to building on the work that parent volunteers have so lovingly created in our school garden. Learning + Service = Service Learning
Challenge
Contribute
Service Learning
Inspire
Passionate
Water for South Sudan In collaboration with the ASD Libraries One School, One Book program, middle and high school SEENAH and GAIA student organizations led the charge for Water for South Sudan. Students led an Empathy Water Walk at the annual DUCE event to raise awareness about the lack of safe, accessible water in the developing world. The Water Walk spread to the Elementary School with upper elementary students guiding younger students around the ASD track while teaching them important facts about the world’s water supply. Their efforts were rewarded with a visit from Salva Dut, inspiration for A Long Walk to Water. Salva spoke with all grade levels in the elementary and middle schools and the entire community was welcomed to a community reception to hear about Salva’s organization, Water for South Sudan.
Looking Forward During 2015-2016, ASD will host a Service Summit and work together with members of the ASD community to create and develop the vision and five-year plan for ASD Service Learning.
Partners in Service Learning Under the guidance of High School Room to Read, our partnership with Little Flower English School (LFES) has grown. Student volunteers from National Honor Society, National Junior Honor Society, and Mu Alpha Theta are now welcome for Saturday visits where they work with students on language, reading and math. In May, three HS students co-presented with Little Flower English School at the KHDA What Works program on the mutual benefits of school partnerships. The year culminated with John Wood, founder of Room to Read, as keynote speaker for high school graduation; a fitting tribute to the senior students, many of whom have been working with ASD’s Room to Read since Grade 7.
Nepal Earthquake Relief ASD middle school WWW trip participants to Nepal and Habitat for Humanity students were motivated to respond to the earthquake which devastated Nepal in late April. Students initiated ‘Expressions of Hope’, inviting community members to create prayer flags of support and accepting donations at community events. Additionally, ASD Boosters donated proceeds from one Tasty Tuesday, a moment of silence was held in the MS and HS, and ES Mini-Falcons basketball held a shoot-a-thon. Over AED 38,000 was sent to the Earthquake Relief Fund set up by Lincoln School of Kathmandu. All donated funds were put into use for immediate relief in the most affected regions of Nepal.
ASD Annual Report 2014-2015 | 19
Educational Technology Highlights Mike Dunlop, Director of Educational Technology We embrace the power of technology in order to reimagine the learning environment, personalize learning pathways, and to cultivate communication, collaboration and innovation, within and beyond the walls of ASD. ASD Technology Vision Developed by a school wide team, the ASD technology vision was launched at the beginning of the 2014-2015 school year. It represents the culmination of an intensive body of work intended to encapsulate the power that technology provides to a modern learner. The vision is not intended to capture the current use of technology at ASD, but to act as a roadmap, guiding policy and practice for decisions as learning at ASD continues to evolve and grow. The statement has gained broad praise for the succinct, powerful way in which it captures the important and exciting role of technology in modern education. One of the first school decisions taken with regard to working towards this vision was the creation of the new position of Director of Educational Technology. Implemented in full during the 2014-2015 year, this role is intended to provide leadership to the Information and Technology Literacy (ITL) team - a group of more than twenty coaches, librarians, systems specialists and support staff for whom working towards realization of the technology vision is a primary responsibility. The growth of ASD’s coaching culture had a strong impact to support the implementation of the Technology Vision this year. ASD’s faculty of five coaches and four librarians worked closely with teachers to support growth in their practice so students could benefit from learning experiences which promote modern learning skills. The 2014-2015 school year saw a number of exciting developments in the area of educational technology, not
20 | ASD Annual Report 2014-2015
least of which was the opening of the video broadcasting studio, a state of the art facility that is now providing amazing learning opportunities for many ASD students. The ITL team achieved growth in a number of areas, including the updating of policies and procedures. One important policy introduced this year was a new K-12 Technology Use Policy, which is intended to provide schoolwide guidance that articulates how students might best use technology to support their learning goals. The Technology Use Policy integrates expectations in alignment with the ASD mission, core values and technology vision. During 2014-2015, a new research model, InFlow, was rolled out for all grade levels. It has gained significant traction in supporting how students can use a common language and cohesive model for the research process. As a flexible, adaptive process to meet student learning needs, the InFlow research model supports the integration of information literacy across the K-12 curriculum. InFlow is flexible, simple and adaptable to support individual learning pathways, project-based learning and collaborative work. Learners are encouraged to engage with information as a process and in a variety of ways. Teachers, librarians and other learning coaches plan together to develop research opportunities for students as teaching partners in information literacy.
Elements of the InFlow Model
Map | Explore | Show | Imagine Ask | Make | Reflect | Connect | Collaborate The 2015-2016 school year brings with it many challenges and opportunities, as we look forward to every student in grades one through twelve having 1:1 access to devices. Combined with a continued focus on the school’s coaching culture and further exploration of how data can best serve the needs of ASD students, the 2015-2016 school year promises to be an exciting one for continued progress in student learning.
Arabic Program Overview Mazen El Sheikh, Director of Arabic Language During the 2014-2015 school year the Arabic program focused efforts on engaging all students and further aligning the K-12 curriculum. In addition to the ongoing collection of proficiency and learning feedback, many projects and initiatives were implemented to enhance the student Arabic language experience. This year brought visiting Arabic authors and artists, an Arabic book fair, additional books for the library, and integrated celebrations of Arabic culture.
Proficiency Assessment and Feedback All students taking Arabic in Grades 1-12 completed internal proficiency speaking and writing assessments. The assessments assist in placement decisions, tracking progress, analyzing areas of strength and areas needing attention in order to inform planning, instruction and assessment. The Arabic Team also actively sought parent feedback on their child’s Arabic learning experience by survey twice this school year. Feedback supports efforts towards continuous improvement of ASD’s Arabic Language program. Points of progress when comparing parent statements between the surveys show: I am well informed of the school’s Arabic program (mission and curriculum foundation).
Increased by 24.89%
I am encouraged to be involved in the Arabic program and in my child’s Arabic learning.
Increased by 16.31%
I can see evidence of growth in my child’s Arabic.
Increased by 15.16%
I know what my child needs to demonstrate in order to advance to the next level.
Increased by 12.18%
I know why my child is placed in his/her current level/strand.
Increased by 11.56%
I am well informed of my child’s progress in Arabic.
Increased by 10.66%
Arabic Author’s Visit
ASD was pleased to welcome Margo Malatjalian, famed Jordanian children’s book author to campus. During her two-day visit, Margo conducted storytelling sessions to elementary students, a Talk Tuesday for parents as well as workshops for the Arabic staff. Realizing the importance of such events in promoting Arabic literacy, ASD will host another well-known Arabic author in October 2015.
Mazen El Sheikh
Arabic Guest Speaker
Famed Palestinian/Jordanian award winning film director, Yahya Alabdallah visited ASD this school year. Mr. Alabdallah screened his movie, The Council, to high school Arabic students as well as the whole community. The Council is the story of three young students running for student council in the United Nations Relief and Works Agency (UNRWA) school in Jordan. The screening was followed by discussions about the issues in the movie and learning more about Arabic, film production and directing.
Arabic Book Fair
It was an outstanding year for the Arabic Book Fair. The ASD community fully engaged in this event supporting the growing Arabic program. Students, parents, faculty and staff enjoyed choosing from the various books on display, including colorful children’s books, novels and production books. Record book sales were more than AED 24,000 and ten percent of sales went back to ASD, allowing the Arabic Department to select books for their classrooms.
PTSA Grant for Arabic Books
Living in an Arab country, having a significant number of our students learning Arabic, Arabic as a rising world language, and the commitment to creating an outstanding Arabic program are all driving forces to develop a collection of Arabic resources that are relevant, interesting, sustainable and modern. The PTSA Educational Grant Program allocated AED 44,000 towards the purchase of Arabic books for the elementary and secondary libraries. The grant will support the growth of our libraries with a variety of Arabic resources that meet the needs of students, teachers, parents and staff.
Arabic for Faculty and Staff
Thirty-two ASD faculty and staff members successfully completed an on-site Arabic language course on weekdays after school. The course was designed to enable learners to communicate in Arabic in the U.A.E and in neighbouring Gulf countries. In addition, the course provided insights into the Arabic culture and traditions. The course followed the Communicative Approach in second language learning with much emphasis on developing speaking and listening fluency.
ASD Annual Report 2014-2015 | 21
Empowering Students in Our JohnEric Advento, Elementary School Principal
The Elementary School students experienced another exceptional year of learning in the 2014-2015 school year. I am pleased to share these developments of greatest impact. Strides in Student Voice and Leadership
JohnEric Advento
“I hear a knock on my door followed by a question from K1 teacher, Ms. Charlotte Lillywhite, “Excuse me, Mr. A, do you have a moment to speak to a K1 Star?” “Of course I do Ms. Charlotte.” She enters my office with one of our four year-old students, Kian. At that moment, the three of us become fully engaged in a wonderful conversation about his desire to help improve the Elementary School by contributing some monies toward a third floor playground space that he is ready to design and financially support (with 1 dirham that he had saved!). Kian’s visit, his preparation with a written and illustrated proposal and pride in his school is an example of how our elementary students engage in challenging learning experiences at ASD, and as engaged citizens, exercise their empowerment in how they can make a difference in their rapidly changing world.” Kian’s visit, his preparation with a written and illustrated proposal and pride in his school is an example of how our elementary students engage in challenging learning experiences 22 | ASD Annual Report 2014-2015 at ASD, and as engaged citizens, exercise their empowerment in how they can make a difference in their rapidly changing world. The Elementary School students experienced another exceptional year of learning in the 20142015 school year. I am pleased to share these developments within the Elementary
With engaged ownership of their learning, students like Kian are actively contributing to make our learning environment a better place. The Elementary School Student Council, made up of student representatives from grades 4 and 5, continued their strong leadership in their second year as a formal body. The group planned and led student assemblies and Spirit Week. They published four issues of the new student newspaper, The Falcon Times. They assisted in an empathy walk to raise awareness and funds for Water for South Sudan, contributing to the school’s One School, One Book program.
Building Depth to Our Community of Practice Throughout 2014-2015, teachers were empowered to use coaches, promoted peer-to-peer class visits, and set meaningful student centered learning goals. It was a year of consolidation in literacy and numeracy instruction. In our balanced literacy approach to learning, teachers engaged in collaborative work to prioritize the specific learning targets across grade levels in reading and writing. There was also work done to focus on the oral language component and word study. Our teaching community of practice also implemented a series of in-house education lab sites to build the architecture of the teaching workshop. In math, the focus was on clearly defined learning targets for students with an opportunity to raise their level of critical thinking and problem solving. There was significant attention on challenging students through open responses. We began dialogue and actively took part in the K1-12 Social Studies curriculum review and were successful in restructuring the Social Studies curriculum and planning for implementation with modified units.
Rapidly Changing World New Literacy and Math Coaches
Increased Technology Integration and Access
This year we implemented the work of two dedicated instructional coaches who have primary responsibilities in raising the level of literacy and numeracy teaching and learning. Faculty engaged in coaching cycles individually and in teams. We also engaged in meaningful learning walks. These teaching and learning coaches have also been a resource to our parent community supporting various parent education talks.
This year we reviewed and adopted the new Technology Use Policy that is fully aligned with the ASD Core Values. A highlight is the Excellence strand, which promotes students to be creative thinkers, developing and sharing innovative products and processes. We continued to review the entire learning program, ensuring that clear expectations, consistent methods and assessment lead to stronger skills in utilizing technology as a tool.
Alignment of the Elementary School Arabic Program In concert with the Director of Arabic, this year we were further engaged in the development of a fully articulated, dual track Arabic Language program to support our students in Arabic language acquisition. Teachers engaged in professional development to further refine their craft, visited and observed each other as a rich resource of professional development and analyzed student work to inform instruction. Teachers further developed Arabic Language units and we have continued progress to ensure that clear expectations, consistent methods and assessment lead to stronger skills in speaking, listening, reading and writing.
We made further adjustments in reallocation of technology devices and tools in order to offer access to all students in the Elementary School. Specifically, in Grade 2, we offered 1:1 access of iPads and supported students maximizing learning by deliberately selecting the right time to use this device.
Students Own Their Learning From Falcon Dreams Conferences in the fall to the spring Student Led Conferences, parents reported that they valued seeing their children take a leadership role and talk about their learning. Just a few examples of parent reflections include: “It was great seeing his confidence and knowledge all through the conference. He exhibited it with pride and happiness!” “The progress of my child shows [in] the way he guided me, introduced his work to me and explained his goals and practices.” “I was very impressed with the format given to our son for creating his PowerPoint presentation. This conference allowed him not only to show us his progress but also to incorporate all-important presentation skills.” Each year, it is a joy to see students better understand themselves as learners, make deliberate gains in setting goals for themselves and follow through with tracking their individual progress. Elementary School students take full advantage of the opportunities presented to them in actively talking about and taking charge of their learning. As Elementary School Principal, I am honored to be a part of this wonderful mission-driven learning community at the American School of Dubai. On behalf of the Elementary School team, I share our gratitude to everyone that has supported our students and contributed so much to another successful year of learning. ASD Annual Report 2014-2015 | 23
Caring about Education Dr. Ronald Lalonde, Middle School Principal We did not realize that focusing on the theme “care” would have such a dramatic impact on the way our students thought about their daily actions.
Dr. Ronald Lalonde
In the 2014-2015 school year, the Middle School emphasized the theme of care as a means to actualize the core values. We sought to deepen student reflection around their day-to-day lives and their interactions with others. We did not realize that focusing on the theme of “care” would have such a dramatic impact on the way our students thought about their daily actions. A few examples can demonstrate the degree to which our students took caring seriously: • The entire Grade 6 class was celebrated by their teachers for their support of students who were going through difficult times. • The Middle School Student Council initiated frequent deliveries of teacher appreciation gifts. • Kids for Wish Kids granted a wish to a six year old Emirati girl. • Seenah Club and GAIA Club organized the Water Walk for South Sudan. • Grade 7 classes deeply explored A Long Walk to Water, engaged in discussions with the author and were amazed by our special visit from Salva Dut, inspiration for the story and a leader in bringing clean water and resources to the people of South Sudan. • The Grade 8 classes approached the Summit for Success as an important moment to showcase their growth and a time to learn from the experience and expertise of our community volunteers. • The way our students approach their work. Students at the American School of Dubai have quickly grasped how a standards based system provides opportunities to know yourself well, to improve and to grow.
24 | ASD Annual Report 2014-2015
Pursuits Are Born Student Performance Objective #1: By June 1, 2020, each student, in pursuit of their dreams, will successfully demonstrate a passion for learning. Inspired by this statement, Pursuits were born. We created this special elective period to provide enrichment, reinforcement and a high degree of student choice in learning. Setting up the range of courses involved tapping into the passions and interests shared by teachers and students. These four week courses ran throughout the 2014-2015 school year in a special 45 minute block created after lunch. Pursuits helped us strengthen our core program and continue providing strong elective courses in the arts and technology. We also saw a dramatic reduction in students needing to attend after school help sessions. Pursuits became a very popular way for students to receive additional support, to go further in an area of interest and to break out and try something new or unfamiliar. Several students approached teachers with ideas for Pursuits and they were able to organize and lead these initiatives. SAMPLE PURSUIT COURSES Archery Astronomy Seeds of Change
World Food Day Planning
Band Help
Middle School Calculus
Mythbusters
Yoga
Basketball Skills
Student Planning Committee
Student Council
Multicultural Awareness
Chess Historical Film Creative Writing And many more...
Independent Reading
Planning a New Middle School The planned expansion of the Middle School through the construction of a new purpose built facility adjacent to Gate 4 became very real in the 2014-2015 school year. Middle school faculty worked extensively with the architects to elaborate their vision of a middle school that will facilitate exploration, collaboration, creativity, responsibility and community. Faculty meeting time and department time was dedicated to discuss and collect input and faculty were able to see their vision realized by our architects. Students were also active contributors to this planning. A student middle school planning Pursuits class enabled many students to develop their own architectural skills, to think through their personal wish list and create a school of their own imagining. Our architects were eager to hear this student perspective, and engaged with students to explain the project, to entertain questions and to elicit ideas from our students.
The Benefits of Collaboration Our collaborative curricular work was greatly assisted through the leadership development of our middle school department chairs. The Pursuits program created the opportunity for common planning time in every department. This designated time ensured that partner teachers could meet regularly regarding their courses and the entire department could spend time planning, developing curriculum and discussing future initiatives. This work was further enhanced through the work of our learning coaches. Having these expert resources in the school dedicated to improving student learning meant that departments could get facilitation, guidance and support.
Expansion of Student Services Team The addition of a third learning support teacher to the Middle School ensured that each grade level would benefit from a designated resource. These teachers develop, monitor and communicate student action plans for their caseload of students and also provide leadership to each grade level team. Their expertise helps our students understand their learning needs and develop advocacy skills. It also helps our teachers monitor student learning and make adjustments that assist student learning.
amazing experiences they have each February. This is only possible due to the dedication of our trip leaders and chaperones who continue to develop and plan our trips with our school goals in mind before consulting with providers who can manage our activities. The addition of administrative support to our program assisted planning and communication. Our trips in 2015 involved more extensive service opportunities and greater reflection from each of our students. The Week Without Walls photography competition reemerged as a way for students to capture the unique perspective on the world that each enjoys as they explore nature, culture and humanity. Through the support of the PTSA, we were able to integrate the photo competition into the annual Carnival and gain broader recognition of the talents and perspectives of our globe trotting students.
Reflective Students In our second year as a fully standards based middle school we saw a deepening of student understanding leading to greater attention to personal development and growth by our students. The emphasis on standards has created greater clarity for students regarding expected outcomes and an emphasis on feedback, conferencing and personal learning goals changes the level of student interest in their own progress. Teachers worked to provide more opportunities for reflection and our students responded by growing in maturity and responsibility. The third year of Summit for Success, our culminating student led conference for Grade 8 students, was remarkable for the level of student self-awareness and direction noticed by our volunteers. Forty two community members dedicated time to understand the program and commit to conversations at the end of the year with our soon to be high school students. They left with strongly positive impressions of our students and their prospects. The 2014-2015 school year will be remembered as one of demonstrated growth and deep student reflection. We are proud of how our students, faculty, staff, parents and administration care for each other and their learning community at the American School of Dubai.
Contributing in a Rapidly Changing World Middle School students at the American School of Dubai continue to enjoy one of the most extensive experiential education undertakings in the world. Our Week Without Walls program continues to be exemplary for the manner in which it builds student confidence and responsibility throughout the school year to prepare students for the
ASD Annual Report 2014-2015 | 25
A Year of Feedback, Program Dr. Michelle Remington, High School Principal
The 2014-2015 school year represented a time of continuous growth and progress in the areas of feedback for improved learning, initiative implementation and planning for the future. Empowering Student Learning and Leadership The benefits of our standards based learning system was notable with both faculty and students. With a clear focus on continuous improvement, teachers continued to work to refine their practices of improved feedback resulting in improved student learning. The high school has continued to improve and benefit from adopting this reporting system that provides appropriate and constructive feedback for students, educators and parents and aligns with our standards based curriculum. In addition, student feedback surveys were administered in nearly every class this year and feedback to faculty was a focus. Again this year, we continued to maintain a strong focus on developing student leadership. To provide support for this development, we engaged with JUMP!, a nonprofit organization that engages youth in experiential learning programs. We trained over fifty students in small group facilitation and large group community building. Throughout the 2014-2015 school year, processes and procedures were developed bringing greater clarity to the student clubs and organizations in the high school. Students now enjoy opportunities to pursue their passions and leadership skills through nearly thirty student organizations and clubs.
New Initiatives Three initiatives were implemented this school year to further empower student learning in the high school: Flex Block, Student Growth Portfolios, and the AP Capstone™ program. The Flex Block was implemented within the high school student schedule as a means to furthering our mission statement by allowing students to pursue their dreams. For forty minutes each day, students are able to pursue
26 | ASD Annual Report 2014-2015
Dr. Michelle Remington
a passion in academics, arts, physical education, service learning and a wide variety of other areas through this scheduled time. Students have the opportunity to embrace a wide variety of learning options, explore new areas of interest or receive academic assistance. SAMPLE FLEX COURSES Advanced Pre-Calculus Assistance; AMIS Choir and Instrumental; Arabic Conversation; Books as Film; Computer Coding; SAT Prep; All things Harry Potter; AP Calculus Assistance; Scrabble Tournament; Wall Street Investing; Forensics; Piano Lab; Music Appreciation; Open Climbing Wall; Learn to Juggle; Mu Alpha Theta; National Honor Society; Student Government Association; Entrepreneur Club; Arguing Supreme Court Cases; Spanish Conversation. This year the Student Growth Portfolios were the central element to the high school advisory program. Students captured evidence of their goals and their learning throughout the school year. The portfolios allowed for students to record learning evidence that aligned with ASD’s Student Profile (Thinker, Communicator, Contributor, Learner, Leader/Role Model). These portfolios provided an opportunity for students to reflect on a weekly basis and led to a culminating Student Growth Portfolio Presentation Day. Students across the grade levels met in groups to report out on their goals, passions, accomplishments, and other evidence housed in their portfolios.
Implementation and Planning ASD is one of just over one hundred schools worldwide to implement the AP Capstone™ program. This program allows students to engage in the rigorous development of skills in inquiry, research, collaboration and writing and has been a huge success at ASD in its first year. This year the high school implemented the AP Seminar course and sixteen students were selected and committed to the two year program. In 2015-2016 the continuation of the program includes the addition of the AP Research course. These sixteen students will conduct a year-long research-based investigation while they work with an advisor to explore a topic, problem or issue. Enrollment in the AP Capstone™ program has increased significantly and we look forward to continued growth in this area as more students look to engage in this comprehensive AP Capstone™ Diploma option.
Planning to INSPIRE Looking to the future we continue to strive to ensure that ASD’s high school program aligns and furthers our mission statement and provides students with the best opportunities to become passionate learners prepared to adapt and contribute to our rapidly changing world. With this goal in mind planning began for INSPIRE Week, which will follow on the model of the middle school Week Without Walls program. INSPIRE represents both the connection to our mission and is an acronym for the opportunities that will be provided: I for Immersion, N for New Experiences, S for Service, P for Professional, I for Internships, R for Relationships, and E for Eco-Adventure. The program will be launched and available to students in November of the school year 2016-2017. The planning process for this program was an area of focus for the 2014-2015 school year and will become an even greater focus during the 2015-2016 school. In the high school we continue to align our goals with the ASD mission, core values, and student profile. This year has been a remarkable year of continuous improvement in providing feedback, program implementation and planning. The culmination of these efforts has allowed us to make significant strides in preparing young people to be passionate learners and leaders who understand how to make a quality contribution both at ASD and in their world today.
ASD Annual Report 2014-2015 | 27
Facilities and Operations Steve Jones, Director of Facilities and Operations
Steve Jones
In order for the students of tomorrow to enjoy the same benefits and learning opportunities that students of today enjoy, the stewardship of our exemplary facilities is a responsibility for all to embrace. The American School of Dubai campus serves over 1,650 students and their families who depend on the school to provide a safe, well-maintained, learning-centered, environmentally sound and community friendly environment. Caring for the ASD campus is truly a community effort.
Energy Efficiencies
Among the highlights of the 2014-2015 school year, one of the most significant was the continued work to manage utility efficiencies. For the past four years, the school has worked to establish flat-line utilities usage through an energy reduction initiative with our facilities management partner. As a result of a number of energy reduction changes made to equipment and procedures this year, ASD reduced kilowatt hours to 13,700,000; a reduction of over 13 percent from the prior year. ASD also renewed its long term contract with Al Shirawi Facilities Management to ensure continued delivery of high quality support from the team in the most cost-effective solution for ongoing facilities management of the campus. Looking ahead, Facilities & Operations is under study to implement additional energy initiatives during the 2015-2016 school year, including improved air conditioning pre-chillers and condensers, swimming pool pump and water consumption efficiencies. KILOWATT HOURS USAGE 2014-2015 13,700,000 kilowatt hours (reduction of more than 13%) 2013-2014*
15,800,000 kilowatt hours
*ASD achieved flat-line usage for the prior three years.
ASD Recognized by Emirates Environmental Group (EEG)
In celebration of World Environmental Day, in June 2015 ASD received recognition from The Emirates Environmental Group (EEG) for recycling efforts to keep reusable materials away from landfill sites. EEG awarded 72 recycling awards and 18 art awards to schools in Dubai and ASD was recognized in three school categories, as second runner up for plastic and paper collection and regional winner for glass collection. 28 | ASD Annual Report 2014-2015
Security
The 2014-2015 school year saw the preparation of extensive work for implementation of an improved Campus Access and Visitor Management system. Both hardware and software installation were completed and ID badge production began for students, faculty and staff. The new system required rigorous testing in preparation for a phased introduction of the ‘tap in, tap out’ system to faculty and staff, parents and middle and high school students in 2015-2016. In conjunction with the U.S. Consulate, ASD completed its first crisis management training exercise. ASD staff members and selected providers collaborated to determine action plans for a number of crisis-related scenarios provided by the U.S. Consulate security team. The exercise will be an annual event.
Transportation
School Transportation Services (STS) completed its first year of service as ASD’s student transportation provider. STS was selected for their mission to provide safe, reliable transport services to its customers at the highest level of safety, quality, customer service and positive employee relations. Bus ridership increased by 60 percent during the 2014-2015 school year. ASD encourages the use of bus services and ridership is expected to increase as demand on parking and Dubai area roads continues to rise.
Food Services
After a comprehensive process to identify and select a new ASD food services provider, the 2014-2015 year was the first year for Right Bite, LLC. Throughout the year attention was given to adjust and modify menu items and selections in order to best meet student and community needs. Right Bite services include hot lunch and afternoon snack services for both cafeterias as well as catering options. Food options at ASD include Subway Sandwiches, the Juice Bar and Right Bite. In addition, the Booster Club hosts after school snacks and services to sports competitions and events on campus.
23
100
ACRES
CLASSROOMS
2
630 SEAT THEATRE
63k
ART STUDIOS DANCE STUDIO BROADCASTING STUDIO
LIBRARIES
SQ. FT. BUILDING
REGULATION SOCCER FIELDS WEIGHT ROOM INDOOR & OUTDOOR RUNNING TRACKS
1
INTERNAL WIRELESS ENVIRONMENT FIELD HOUSE BLACK BOX THEATRE
An Exemplary Campus
3
CONCESSION STAND ORGANIC GARDEN CLIMBING WALL
BROADCASTING STUDIO
6
TENNIS COURTS
2
COMPUTER LABS
5
SCIENCE LABORATORIES
25-METER POOLS
Summer Works 2014-2015 • Extension of the Middle and High School Cafeteria • Office redesigns to accommodate staffing needs • Shading structure installation • Outdoor table furniture
• High School classroom paint • STEAM workshop • Resurfacing swimming pool decks with safety paving • Installations for acoustic improvements to multi-purpose rooms ASD Annual Report 2014-2015 | 29
2014-2015 Financials Sikander Shallwani, Financial Controller
The financial controller manages the school’s finances under the guidance of the Superintendent. In fulfillment of its fiduciary duties, the Board of Trustees provides oversight through the Finance Committee and the Board as a whole. The Board of Trustees and school administration is committed to delivering an instructional program aligned with the mission of the school while also maintaining and improving the school’s long-term financial health. During the 2014-2015 year, the school achieved an important financial milestone. The Board of Trustees announced the completion of all loan payments for the Al Barsha campus. This achievement underscores the commitment of the Board to the continued fiscal health and stability of the school. The Business Office The American School of Dubai is an independent not for profit American community school, offering what is best about American education to provide learning experiences designed to promote the maximum potential of its students. ASD is recognized as an American curriculum school under a decree establishing the Cultural Foundation in 2004. The school is governed by a dedicated, volunteer Board of Trustees that serves without remuneration.
School Wide Fiscal Year 2014-2015
99% 1%
Revenue Tuition and Fees $31,835,363 Other
To provide an exemplary education to students and achieve the mission of the American School of Dubai, the school employs over 300 employees. Salaries and benefits represent 71 percent of total school expenses. Providing and maintaining quality facilities to support the academic program account for 15 percent of total expenses. Instructional resources dedicated to the delivery of the instructional program account for 10 percent of total costs. Curricular and extracurricular activities account for 2 percent of total costs as well as 2 percent expenses dedicated for capital and major projects.
$
Revenue
Revenue
Tuition
Other
262,355
2%
Total $32,097,718 10%
2%
Expenses Salaries & Benefits
$23,003,995
Plant Operations
$ 4,889,447
Learning/Instructional
$ 3,088,681
Curricular & Extracurricular Activities
$
Capital & Major Projects
$ 810,984
Total
$32,443,587
30 | ASD Annual Report 2014-2015
650,480
15%
71%
The ASD Distinction: A Not for Profit School The not for profit distinction is an important feature of ASD as it supports the ability of the school to focus on quality of education over satisfying any profit or investment expectations of owners or shareholders. ASD is an independent, not for profit school pursuing its mission to provide the highest quality education for the North American community in Dubai. One of the most important distinctions of this identity is our not for profit operating model. A not for profit school operates without profit motivation, using revenues (tuition, fees or other income sources) to deliver services. ASD exists to fulfill and achieve its mission and for the collective benefit of constituents, without owners or shareholders. There are less than a dozen Dubai area schools operating as not for profits. Most schools in Dubai operate as a commercial or for profit enterprise. Providing education through the nonprofit model mirrors that of the thriving nonprofit sector of the US economy, where education is viewed as a values-based service and public good; a service to citizens best provided separately from the commercial sector of an economy. ASD is governed by a dedicated, seven member volunteer
Board of Trustees. The Board is responsible for the longterm fiscal health of the school and creates policy decisions to support the school. ASD has no owners or shareholders. The ASD Superintendent is responsible for the day to day operation and oversight of the school.
Why is the not for profit designation important? Being not for profit enables ASD to focus solely on providing the best education possible to students. All tuition and fees fund the cost of education. Tuition and fees are used specifically to deliver education programs. As a not for profit school, ASD exists to fulfil its mission; there is no distraction to provide profits to owners or shareholders.
The Opportunities As a not for profit, ASD can receive additional resources in the form of donations and gifts to extend, enrich and enhance student learning experiences. Top independent, not for profit schools the world over enjoy high levels of engagement, volunteerism and giving support from parents, alumni, faculty, staff and friends. Organizations, families and individuals who want to make a difference at ASD can donate to support excellence in education. With the continued support of families and friends, ASD will continue to deliver distinctive learning opportunities for current and future students.
ASD Annual Report 2014-2015 | 31
Advancement Julia Martinez, Director of Advancement The Advancement Office provides strategic oversight to four functions of the school: Communications, Alumni Relations, Community Relations and Development (Fundraising). A number of exciting accomplishments were achieved during the 2014-2015 school year.
Communications The Communications Office serves parents, alumni, faculty and staff using best practices in communications to ensure the clear messages on the work of the school are being conveyed. The 2014-2015 school year continued the theme to provide clarity, consistency and coherence in all internal and external communications. Student communications saw many developments in support of the critical flow of information necessary for students to manage their busy academic and extracurricular lives. Student information needs are met through weekly school bulletins, Advisory classes, LCD screens, Haiku learning management system, social media, studentproduced newscasts and a student-created high school app. The opening the Video Broadcasting Studio in January 2015 had immediate impact across campus and beyond. The studio offers student learning opportunities for talk shows, newscasts, interviews, sportscasting, learning projects and more. Social media continues to play an important role in society and ASD engages constituents through official school accounts. This includes Facebook, Twitter, YouTube, LinkedIn, Pinterest and new this year, Instagram. Effective social media engagement is often linked to number of fans, likes, followers, clicks, reposts, #hashtags and more. ASD continues to increase engagement online with a focus on understanding and defining its role within an educational setting.
Advancement Office
During the 2014-2015 school year, the new public-facing website for the American School of Dubai (www.asdubai.org) was launched. The new site architecture offers prospective parents, faculty and staff, as well as current families and friends a professional, modern, accurate and device-friendly platform to view information about the school. Website content development will continue in 2015-2016.
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32 | ASD Annual Report 2014-2015
P.O. Box 71188, Dubai, UAE | T +971 4 395 0005 | www.asdubai.org
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2014-2015 Publications Ready, Set, Go Guide Annual Report Campus Map ASD High School Profile
Social Media ASD Facebook page 3,722 fans 15% increase year to year
High School Course Description Guide
Twitter @ASDubaiNews
High School Handbook
312 tweets
Athletics Handbook
22 following
Middle School Week Without Walls Guide Middle School Course Description Guide Middle School Handbook Arts Brochure Graduation Program Faculty Recruitment Package MESAC Tournament Guides
93 followers ASD YouTube Channel 364,357 minutes in watch time 107,717 views Views by countries: UAE, USA, India, Qatar, Canada Instagram
Additional
americanschooldubai
Campus Life Guide
#ASDubai
Student Organization Handbook
Began February 2015
Publicity materials for the Arts
Parent Involvement Groups *Each publication of the American School of Dubai is designed and produced with sustainability in mind. Publications are available in digital format and a carefully determined number of print copies are produced using recyclable materials to meet strategic communication priorities.
305 Pins 186 Followers
2014 Alumni Legacy Families A growing number of alumni are settling in Dubai, launching businesses, expanding career opportunities and making a difference in their communities and beyond. This is a photo of ASD alumni who are also parents of enrolled students or faculty and staff.
Alumni Legacy Families: From left to right: Nicky Daryani ‘96, Kian Daryani; Vikram Shroff ‘94, Divina Shroff, Karan Shroff, Marissa Shroff; Nida Alibhai ‘06 (staff); Ambre Bosko ‘98 (faculty); Timothy Heath (‘83-’86), Kristin Heath (faculty), Owen Heath; Michael Shararah, Sonia Shararah ‘75, Emma Shararah, Jake Shararah; Donny Hansen, Natasha Pollock ‘95 (faculty), Jazlyn Hansen; Mia Jethwani, Natasha Jethwani ‘00, Vikram Jethwani ‘96; Alice Oberg, Ella Oberg, Camilla Oberg (‘79-’82) (staff), Axel Oberg; Asif Ismail ‘95, Sehr Ismail, Aaliyah Ismail, Mikail Ismail; Samer Maaliki, Omaima Maaliki ‘94, Lynda Maaliki, Rudayna Maaliki. Missing: Magnus Oberg (‘81-’85); John Charles Larsen, Sinem Larsen, Catherine Larsen, Melisa Larsen. ASD Annual Report 2014-2015 | 33
Dubai area alumni from the class of 1996.
Alumni Relations ASD alumni are individuals who have graduated from the American School of Dubai, as well as any former student who has benefitted from an ASD education, whether for one year or many. ASD has over 8,000 alumni around the world. Why are Alumni Important? Alumni are often an institution's most loyal supporters. By involving alumni in the life of the school, ASD can benefit from their skills and networks. Alumni are role models for current students. Alumni often find it meaningful to give their time, talent and treasure to their alma mater. Alumni are international ambassadors for the school.
Former Superintendent Neal John Muckenstorm (19681974) visits ASD.
Alumni Events 2014-2015 September: First-ever ASD Alumni Legacy Photo, Dubai
Involving alumni in the life of the school is a valuable resource to current students and recent graduates. Over the last year, alumni have given their time to be involved as coaches, volunteers at Summit for Success, guest speakers, Career Day, as event organizers and more.
November: Fall Social Gathering, Dubai
In addition, ASD alumni have enthusiastically supported the annual Carnival and Gala events through sponsorships and gifts in kind.
January: Collegian and Career Alumni events held in NYC, Boston and Washington D.C.
Members of the ASD Alumni LinkedIn Group 204 44% increase year to year.
March: Alumni Family Kite Beach Day, Dubai
Fans of ASD Alumni Facebook Page 1,319 68% increase year to year.
June: Alumni volunteer for College Transition Workshops; Honorary alumni from the classes of 1995, 2000 and 2005 attend High School Graduation
34 | ASD Annual Report 2014-2015
December: Senior/Alumni College Panel, Dubai; Collegian alumni sports nights over ASD Winter Break January: Return of the Falcons Collegian Alumni event, Dubai
February: Spring Social Gathering, Dubai May: Alumni participate in Middle School Summit for Success, attend Gala 2015
Giving 2014-2015 The best independent schools around the world provide meaningful ways for their communities to support through giving. ASD is pleased to be able to accept gifts from individuals, foundations and corporations to support accomplishing our mission to challenge and inspire each student to achieve their dreams and to become passionate learners prepared to adapt and contribute in a rapidly changing world. The philanthropic spirit and generosity of those before us has enabled students to benefit from the programs, facilities and resources of ASD today. Through the continued generosity of individuals and organizations, ASD will continue to offer distinctive learning opportunities beyond what tuition can provide.
Donor Honor Roll 2014-2015* Thank you to all individual and corporate donors for the generous support provided to the American School of Dubai during the 2014-2015 school year.
Gala 2015 Sponsors Silver (AED 25,000):
Marwan Al-Hamar & Viviana Lindado Paul & Rebecca Gyra and Friends Mehta and Garg Families Brent & Maggie Mutsch Amer & Rasha Samhoun General Electric PepsiCo
Bronze (AED 12,500):
ASD Alumni Abdel-Khaleq and Antonios Families Kent and Barbara Cooper Aroon & Nimrata Dalamal Tim & Jane Elliott Garrison and Maawad Families Cliff & Kim Kelaita Barbara & Jim Knight Lars Kristian & Marie-Valerie Petersson Mahesh & Payal Shahdadpuri Al Shirawi Facilities Management Cadillac Dunia Finance LLC Koita Organic Foods SPJ Foundation - Pravesh & Sherina Jethwani Zaki Design Group Anonymous
Individual Contributors as Donors: Charbel and Maya Abou-Jaoude JohnEric and Christina Advento Dave & Vivian Barette Dr. Zunaid Kazi & Tamara Black Faris & Rouya Bundakji Tim & Jane Elliott Andrew Gilford & Debra Bufton Ziad & Zeina Fattouh Walid and Maha Hajj Fayal & Roula Hamza Tim Hooker & Fiona Petrocelli Zeina Khayat Ronald & Nicole Lalonde Steve & Julia Martinez Brent & Maggie Mutsch Jesse & Michelle Remington Merwyn & Debra Strate Jerry & Leslie Todd Bhairav & Runie Trivedi Christopher & Carolyn Ziebarth Anonymous Anonymous
ASD Endowment Donors Al-Hamar Family Abou-Jaoude Family
In-Kind Donors
PepsiCo GCC Services The Card Co., DIFC
Friends of the American School of Dubai Donors
A US nonprofit 501c3 registered U.S. nonprofit (EIN #47-2740274) Brandon Stone & Parvin Yazdi
Making it Grand During the 2014-2015 school year a long awaited dream came true. Because of the generosity of a number of ASD families and organizations, the school was able to acquire a new, seven foot, Yamaha CF6 #6321010 grand piano. The piano is from a series built on the legacy of the Yamaha concert grand series and is said to have sparkling tones, a crisp attack and clean harmonies. The exemplary instrument adds to ASD’s already fine repertoire of musical instruments and now students will have the opportunity to work and perform alongside a world class instrument that is equalled by our world class facilities. ASD thanks the families and organizations who contributed to make the grand piano a reality. The students of today, and those for years to come, will benefit from such a marvelous instrument, made possible through the generosity of our community. Total Raised: AED 300,320 ASD assumed responsibility for all transport, delivery and insurance costs.
Making it Grand Piano Campaign Donors
Marwan and Viviana Al-Hamar Parent Teacher Student Association lIyad and Lina Malas Charbel and Maya Abou-Jaoude Creative Arts Support Team Abdul Rahman Family Amer and Rasha Samhoun Maroun and Tania Semaan Anonymous *ASD’s fiscal year is August 1-July 31. All efforts are made for accuracy. Please contact the Advancement Office with any questions. ASD Annual Report 2014-2015 | 35
The Dream to Stream The Story of ASD’s Video Broadcasting Studio, Daniel Mendes, Middle School Faculty
“Camera 3 you’re live in 3-2-1!” “CG (computer graphics) in!” “Camera 2 focus on the speaker and get me a tight shot.” These words are now commonly heard and part of the everyday vocabulary of students and faculty in the classrooms and across campus as a result of ASD’s new, state of the art Video Broadcasting Studio. A dream was realized during the 2014-2015 school year when ASD completed a facility that would provide students with exciting new learning opportunities and new digital media and communication capacity to share the impact of ASD around the world. The facility opened officially in January 2015, complete with cake and ribbon-cutting ceremony. The impact of this dream to stream now benefits students each and every day at ASD.
The Dream to Stream
The dream began nearly five years ago when ASD was still new to the Al Barsha campus. The new campus facility was already providing incredible new learning environments for students and it was not long before communication was a focus as ASD sought to fulfill needs to parents and families. The desire to provide sports and school event broadcasting grew in earnest; families and friends of ASD students wanted the opportunity to watch special events in review and from afar. The immediate solution was smart, yet far from sophisticated. Armed with a DV camcorder, a laptop with firewire, WIFI connection and a free account to a basic streaming provider, video event streaming to our community began humbly at a junior varsity volleyball tournament. Looking back, the stream was a bit out of focus, the audio poor and the feed intermittent. Though not a pretty broadcast, it served to instill the determination to improve broadcasts and provide learning opportunities for students. Talent was in the wings to support the dream. ASD’s IT Director, Grant Weaver, knew a lot about broadcasting. From previous years, Grant had experience with mobile OB (Outside Broadcast) trucks for sports broadcasters. These are the trucks you find parked outside the large stadiums filled with millions of dollars of broadcast equipment that broadcast professional sports all around the world. The dream to stream ASD events and provide new, exciting learning opportunities for students along the way, was
36 | ASD Annual Report 2014-2015
Faculty member Daniel Mendes and students.
the motivation necessary to support the planning, design and implementation of a proper state of the art system for student broadcasting. An initial mobile unit was created, with mobility to move from venue to venue. It consisted of three cameras and some very basic equipment from current inventory. From the start, students were involved for hands-on learning experiences. Students volunteered after school to man cameras, learning as they went, working behind the controls and streaming ASD sports events. Even with this meager start, viewership and the potential impact of the program rose. In was common to have anywhere from 3,000 - 7,000 video views in a weekend. Appreciation for the program was real, as were the hands-on learning experiences for students. As the program developed, courses were designed and proposed for middle and high school students in video broadcasting, editing and production. At any one time, ASD had over fifty students volunteering to work entire weekends to broadcast an ASD MESAC sporting event.
Building the Dream
During the summer of 2014, ASD made a significant commitment to the broadcasting program by renovating and outfitting a classroom to become the home of a professional studio and control room. The studio features a dedicated control room that offers students a holistic broadcasting experience. Fiber optic cables were laid in the walls and conduits of the school, all leading to the new control room. The studio is capable of broadcasting in high-definition video from major venues on campus and links up to 22 different cameras and 48 microphones for professional broadcast audio and high quality graphics. Special attention was given to maximum flexibility and scalability. The core components of the studio enable ASD, and thus student learning, to stay at the forefront of broadcast technology and planning even as it evolves in the future. The system is extensive and generally unparalleled in the region or with comparable international schools.
The ASD Video Broadcasting Studio would not have been possible without the support, talents and generosity of many. The proceeds from ASD’s Gala 2014 provided funding to professionally complete the construction of the studio as well as purchase professional quality equipment. The event proceeds funded approximately 40 percent of the studio, an investment that will benefit students and our community for decades to come. Additionally, countless hours planning and engineering were provided by ASD Facilities and Operations, IT, additional faculty, parent supporters and friends who all contributed to the completion of the studio.
The Impact The ASD video broadcasting program has already impacted the ASD community both near and far. For the past three years, families and friends around the world have been able to watch and cheer ASD students perform on the stage or court by watching online. Whether it is the parent who conveys that their 90 year old grandmother in Spain was able to watch their great grandson play soccer for the first time, or the faculty member whose father watched him for the first time conduct an orchestra, these words confirm the importance of the program and motivates faculty and others to keep working to improve. The Video Broadcasting Studio also successfully showcases our school to the rest of the world. Broadcasts are often loaded to the ASD YouTube channel where videos have been viewed in 171 different countries with the majority in the UAE, USA, Qatar, India, Oman, Canada, UK and Germany. The most popular videos highlight the impact and benefits of our school, including AMIS Honor Band and Choir Concerts and event videos. ASD has more than 1,500 YouTube subscribers with over 110,000 views and is growing daily. The Video Broadcasting Studio enhances student curriculum and learning experiences and its impact is yet to be fully realized and will only continue to grow. Middle and high school students will soon be able to take courses in video broadcasting and participate in extracurricular clubs to fuel their journalism and digital media passions. Students are using the studio for a variety of classroom projects, including sportscasts of games and events, guest speaker interviews, middle and high school magazine-style news shows and other communications projects. With the dream of a studio now in full operation, there is no doubt ASD students will continue to explore, create, collaborate and communicate as passionate learners prepared to adapt and contribute in a rapidly changing world. The ASD Broadcasting Studio is operated by a team of faculty and technology specialists including: ASD faculty members Daniel Mendes and Jesse Remington; Grant Weaver, Director of Technology and a team of network engineers. ASD will be adding a dedicated Broadcast Studio Engineer for the 20152016 school year.
ASD Annual Report 2014-2015 | 37
A Full Circle Experience: A Long Walk to Water Jill Egan, Natasha Pollock, Carly Brown, Jenny Baltes, ASD Librarians Debra Bufton, Service Learning Coordinator
“There are moments in life where everything comes together. Something you’ve read about and learned about and have become passionate about all converges in that one perfect moment. Today, at the American School of Dubai, we are having such a moment. “Last year, our dedicated team of librarians came forward with an idea. Their idea was to have our entire school read one book. They would call it, One School, One Book and it would be a book written by one of the visiting authors we would have the chance to interact with on campus later in that same year. That book was A Long Walk to Water and that author was Linda Sue Park. A Long Walk to Water was handed to each departing staff member at the end of 2014. That book was read in Canada, in Washington, in New Zealand and New York. It was read on mountaintops, at the beach and in backyards. When we returned to school in August, it was read in classes, it was read alone, it was read by parents.” “It’s a good book. And, as good books can do, this book created sparks and it inspired ideas. Those sparks were fanned by our librarians, Natasha Pollock, Carly Brown, Jill Egan and Jenny Baltes. Those sparks were fanned by all the teachers who read this book to their classes and talked through the difficult scenarios it presented. Those sparks were fanned by student organizations like SEENAH and GAIA, and those sparks burst into action.” Debra Bufton Service Learning Coordinator One School, One Book is a program designed to create a shared reading experience within a school community. Originating from an American organization that promotes children’s literacy, Read To Them, each grade level across the school participates in voluntary activities to promote and enrich the shared reading experience. The goals for ASD's One School, One Book program were to celebrate literacy, build community, promote our Visiting Author Program, and foster global awareness. We saw a great opportunity to use Linda Sue Park’s New York Times bestseller, A Long Walk to Water for ASD’s participation in One School, One Book during the 2014-2015 school year. Set in 1985, the Sudanese civil war reaches the village of eleven-year-old Salva who becomes separated from his family and must walk with other Dinka tribe members through southern Sudan, Ethiopia, and Kenya in search of safe haven. Based on the life of Salva Dut, who, after emigrating to America in 1996, began a project to dig water wells in Sudan. Throughout the year for the One School, One Book program, we planned a range of opportunities to allow community members to engage in discussion about this powerful story. We encouraged students in Grades 3 through 12, staff and parents to join our shared reading experience of a A Long Walk to Water in anticipation of Linda
38 | ASD Annual Report 2014-2015
Salva Dut visits ASD
Sue Park’s visit to ASD in March. The book inspired and challenged many of our students, parents and teachers. Grade 4 and 5 students read A Long Walk to Water in their homeroom classes. The students were surprised by the twist at the end of the book when two seemingly separate stories are beautifully woven together. Students were inspired by the determination of the main character, Salva, and his ability to lead others to safety day after day over such a long period of time. Many students asked themselves if they would be able to walk such a distance and face such danger. Our students asked important questions and experienced an important story of perseverance and desire to change the world for the better. Grade 7 students read A Long Walk to Water in their Language Arts classes. High school students in several classes read A Long Walk to Water. Students in Geography classes researched the global issue of access to clean water and developed presentations to share their findings. Students in International Relations classes studied the how civil war affects the resources of neighboring countries. To visually show readership of the book, a water drop display was created on the windows of the ES Library. One water drop equalled one reader. We filled our windows with the names and thoughts of our reading community. Former Sudanese "Lost Boy" Salva was the inspiration for A Long Walk to Water. Salva is not only the hero of the story, he is a hero in real life. Salva is the founder of Water for South Sudan (WFSS), a not for profit organization with a mission to transform the lives of people in South Sudan by providing clean, safe water.
After reading A Long Walk to Water, Middle School SEENAH and GAIA student organizations were inspired to respond. The clubs invited our school community to join a ‘Water Walk’ around the track at the January DUCE event. The walk raised awareness of the millions of people without access to fresh water and raised funds to help drill water wells in South Sudan. Parents were also inspired to give. Author Linda Sue Park’s two-week visit to ASD was a highlight of the year. Linda Sue engaged our community in workshops and presentations about reading and writing and dug in deep with our students discussing A Long Walk to Water. She brought Salva's journey to life with unforgettable images and anecdotes. Upon her visit, students proudly presented Linda Sue Park with a check for $6,000 from their fundraising efforts which she accepted on behalf of Water for South Sudan. What flowed from that experience and donation was very special. ASD had qualified to enter the WFSS "Iron Giraffe Challenge" which encouraged schools to collectively raise enough money to purchase a new water drilling rig. Eightyone schools around the world participated and were put into a draw for the winning prize of a visit by Salva Dut himself. ASD was the winning school! Excitement was in the air all over campus when Salva visited ASD on that June morning. His visit marked an occasion to celebrate as a school. A true hero, not just from a book, but a real life hero visited ASD. Salva spent his morning with the Elementary School, presenting to three groups about his work and life mission to bring clean water to the people of South Sudan, transforming lives one well at a time. continued over ...
ASD Annual Report 2014-2015 | 39
Pursuing Passions with ONENESS One Student’s Journey
Salva Dut, founder of Water for South Sudan Salva shared his work with Water for South Sudan and graciously answered many questions about his life. Salva encouraged our students not to take what they have for granted. He urged them to continue to use their good fortune to help those in need. His message to work for peace and to help others was heard by our community of learners. Representatives from the ES Student Council and Student Librarians gave a presentation to show Salva the work that was done during the year. Salva thanked the ASD students and community for their contributions to the Iron Giraffe Challenge and for changing the lives of people in South Sudan. Middle School students from clubs SEENAH and GAIA also had the opportunity to present their work in raising funds and awareness through the Water Walk. Salva then addressed the entire Middle School in an assembly where he received a standing ovation. We ended our day with Salva at a community celebration and reception. Once again, he generously answered all questions, shook hands and took photos with everyone who attended. The ASD community was truly touched by the story of Salva Dut. Salva is an example for us all. He is a person who lives by core values and who is dedicated to the pursuit of his dreams. He is a person that is changing the world for the better. Salva’s visit marked a full circle for ASD’s experience of One School, One Book. First the reading of a remarkable book as a community. Then the opportunity to work with Linda Sue Park who lit a spark in us as readers. And finally, the honor of meeting Salva, the hero himself. Salva’s story, his work, his visit to ASD will be with us for a lifetime.
40 | ASD Annual Report 2014-2015
ASD students are inspired to achieve their dreams and to become passionate learners prepared to adapt and contribute in a rapidly changing world. Pursuing passions was the motivation behind senior Sanjit Chakravarty ‘15, who brought an idea forward to coordinate and produce the inspiring story of cultural leader Swami Vivekananda in the play Oneness - Voice Without Form. The play is based on the award-winning play by Australian playwright Alex Broun, and tells the story of renowned Indian cultural leader Swami Vivekananda, a key figure who introduced the idea of oneness and unity among all faiths, along with Indian philosophies Vedanta and Yoga, to the Western world. Sanjit’s perseverance to produce the play was realized in April 2015, when the ASD community was invited to enjoy the special ASD production of Oneness. The ASD production included renowned star and Bollywood actor Saheb Chatterjee and also starred members of the Dubai community, ASD parents and students as well as Sanjit Chakravarty. The production was funded in part through the generosity of a PTSA educational grant. The production ultimately received eight nominations from Dubai Backstage Awards 2015 for best play, actor, actress, best supporting actor and actress, best director and best costumes.
Celebrating the Class of 2015 Not all those who wander are lost. J.R.R. Tolkien, Class of 2015 quote
On June 5, 2015, the 125 members of the Class of 2015 joined the more than 8,000 ASD alumni who are now making a difference in our rapidly changing world. The Class of 2015 is the 22nd graduating class of the Amercian School of Dubai. Special Speakers Ms. Barbara A. Leaf, U.S. Ambassador to the UAE Mr. Dave Barette, ASD Board of Trustees Mr. John Wood, Founder of Room to Read Dr. Michelle Remington, HS Principal Valedictorian Ross Edward Rauber ‘15 Salutatorian Sanjit Chakravarty ‘15
Distinguished Service Award Sami Malas ‘15 Award for International Understanding Sanjit Chakravarty ‘15 Senior Arts Award Aya Abou-Jaoude ‘15 The Dale Haus Waldoch Visual Art Award Avantika Khanna ‘15 The Megan Garrison Athletic Award Jennifer Nicholls ‘15 The Mike Ross Award Adam Molloy ‘15 The Ambassador’s Award for Academic Excellence Rob Edward Rauber ‘15
Class of 2015 Senior Gift The Class of 2015 wanted to ensure their departure would have lasting impact through their senior gift. After careful thought and research and a class fundraising effort, the seniors purchased a charging station, which will be located for student use in the MS/HS cafeteria. A gift that speaks to our technology driven society, the station will support device charging needs of students. The specially designed station includes small locker units, so phones and other devices may be left for charging in safety and convenience. In addition to the charging station, the class created a Class of 2015 time capsule with relevant treasures commemorating their time at ASD. The time capsule will be preserved by the Alumni Relations Office and opened by the Class of 2015 at their ten year reunion.
ASD Annual Report 2014-2015 | 41
Our Community Building Partners ASD is fortunate to have a remarkable community of parents who volunteer their time and energy in support of ASD. Over the years, parents have worked to build community, organize events, connect new parents, support students and raise funds to give back to the school. Working with the administration to achieve common goals, parent involvement groups clearly contribute to ASD’s success. ASD is grateful to all parents for contributing their energy, enthusiasm, ideas, experience, time and talent in support of ASD during the 2014-2015 school year.
ASD BOOSTER CLUB Founded in 1996, the ASD Booster Club is focused on providing support and promoting parent involvement to enhance ASD athletics. The Booster Club conducts activities to enrich the experience of student athletes for the Under 14, Junior Varsity and Varsity teams, coaches and the Athletics department. The Booster Club hosts sports banquets to celebrate athletic team achievements, operates the Spirit Store and Falcon’s Nest concession stand on campus, provides a senior student-athlete scholarship and recruits hundreds of parents to support the many other programs and activities of the Booster Club and ASD Athletics.
2014-2015 Booster Club Executive Board President, Kim Leary First Vice President, Pamela Mathieu Secretary, Ronda Lloyd Treasurer, Vivian Barette VP Concession, Jennifer Molloy VP Spirit Store, Christine Donnelly VP Volunteers, Jill Spinks JV/Varsity Recognition Coordinator, Leslie Todd U-14 Recognition Coordinator, Huma Rehman Team Parent Coordinator, Angie Jones
In support of ASD Athletics during the 2014-2015 school year, the Booster Club hosted 32 team meals, three U-14 sport’s celebrations, three JV/Varsity recognition events
42 | ASD Annual Report 2014-2015
and gifted over fifty red sports bags to first time athletes for JV and Varsity athletes. The Athletics give back will be the purchase of four sets of portable bleachers totaling AED 32,500. To further enhance the athletic experience for students, the Booster Club began utilizing Stu Williamson Photography for team and individual photos. Stu generously gifts team photos and parents have the option of purchasing framed photos of their athlete.
Building Community
During the 2014-2015 school year, the Booster Club focused on the theme of building community as well as supporting student athletes. The community give back not only enhances the ASD community, but also enhances Athletics. In partnership with the PTSA, the Booster Club contributed AED 50,000 towards the purchase of a state of the art sound system. The sound system enhances Athletics events and practices on the field as well as major PTSA events and Booster Club events as Tasty Tuesday. To enhance the experience at the Falcon’s Nest in any season, the Booster Club Board is gifting permanent shading and an additional eight picnic tables, totaling AED 51,300 dirhams.
Four Hours of Power
In the 2014-2015 school year, the Booster Club introduced a special volunteer program called Four Hours of Power. The program introduced the expectation for parents of a student-athlete to volunteer for four hours with the Booster Club each season their child is an ASD student athlete. As a result of this initiative, the Booster Club saw their
volunteer numbers and level of participation rise. In total for the year, volunteers contributed over 929 hours of time, with the support of 210 adults and 73 students. The Booster Club is looking forward to continuing Four Hours of Power into the 2015-2016 year.
Senior Scholarship In spring of 2013, the Booster Club established the Booster Club Senior Scholarship, giving annually up to ten $1,000 scholarships to eligible senior student athletes in support of their post secondary education dreams. Since then, the Booster Club has awarded a total of US $24,000 in scholarships. This year saw the most number of applicants apply for the scholarship and the Booster Club was pleased to award all ten scholarships to eligible seniors. Booster Club Senior Scholarships to the Class of 2015: Sang Yeop Jung, Sanjit Chakravarty, Briana Algarin, Mariana Espinosa, Megan Rachel Theron, Jennifer Nicholls, Kirstie Bosman, Mani Seeber, Adam Molloy, Alexandre Djandji
Booster Bylaws For the past three years, the Booster Club has been working at rewriting the constitution and Booster Club bylaws. In February, the constitution and bylaws were presented before the ASD Board of Trustees. In May, the Board of Trustees approved the Booster Club bylaws. In the 2015-2016 school year, the bylaws and constitution will be brought before the Booster Club general membership for ratification.
Booster Club Financials* Revenue (AED)
Concession Stand 276,028 73% Spirit Store Miscellaneous
83,675
22%
20,085
5%
Total 379,788 100% Expenses (AED) Concession Stand
99,219
24%
Spirit Store
52,483
13%
Athlete Give Back
77,195
18%
Athletic Department**
38,500
9%
Community Giveback**
51,300
12%
Scholarship
36,720
9%
Speakers 50,000 12% Miscellaneous
12,185
Total
417,602
3% 100%
The Athletes and Athletic department comprised a total of 36 percent of expenditures, operations were 40 percent, and community give back was 24 percent of expenditures. The Booster Club continues to strive to keep operations cost down, and maximizing the give back to the athletes and athletic department in which we support. *As of May 31, 2015 **Payment for the bleachers, permanent shading, and picnic tables will in the 2015-2016 school year, but we are show in the 2014-2015 school year in which they were approved.
ASD Annual Report 2014-2015 | 43
C.A.S.T.
CREATIVE ARTS SUPPORT TEAM Overall, our year of support to more than 25 Arts events at ASD was a pleasure and an honor to be a part of. Our Arts department is unmatched anywhere in the world of high schools and we are so proud to be a part of it. Maya Abou-Jaoude, President of C.A.S.T.
2014-2015 C.A.S.T. Executive Board Maya Abou-Jaoude, President
Michelle Saleeby, Vice President Nita Al-Madhoun, Secretary Fatima Abid - Treasurer Niloo Neshat Aburoza, VP of Special Events Diana Bianchi, VP of Costumes and Props Christina Decker, VP of Communications Angela Toma, VP of Volunteers Teresa Amer, VP of Concessions and Receptions Kelly-Anne Thomson, Parliamentarian The Creative Arts Support Team (C.A.S.T.) is a volunteer organization of ASD parents who are committed to supporting the Arts program on many different levels. Led by an executive board of parent volunteers, C.A.S.T. deepens the sense of community at ASD by offering opportunities for parents to enhance the extracurricular and curricular arts program. During 2014-2015, C.A.S.T. volunteers applied makeup for performances, designed and coordinated props and costumes, sold performance tickets, organized flowers for cast members and concessions, and so much more. C.A.S.T. also organized community concerts on campus, often reaching out to the Dubai community for guest performers who were willing to share their talents with ASD students. One highlight during the 2014-2015 school year was the guest visit of internationally known actor and singer Daniel Koek. Daniel played Jean Val Jean in London’s West End production of Les Miserables. C.A.S.T. funds were generated from the sale of flowers, tickets and concessions. Funds are used to host arts receptions and student cast parties through the year, supplement makeup supplies, costumes and publicity. Funds are also used to contribute to special projects. Other accomplishments during 2014-2015 include the growth of the C.A.S.T. executive board from five members to ten; establishing a network of local Dubai area theatres and production houses to bring special guest performances to the ASD community, the purchase and development of a tracking system for the costume room, a C.A.S.T volunteer 44 | ASD Annual Report 2014-2015
database, the beautification of an arts staff and makeup room, and implementing a system to improve administrative processes for C.A.S.T.
C.A.S.T. fundraising provided: A gift to ASD in support of the Grand Piano acquisition; makeup supplies; costumes support; holiday choir and band concert receptions; the end of year dance reception; The Dale Haus Art Show reception; Arts MESAC hospitality services hosted at ASD; Felix Awards ceremony; end of performance cast celebrations; publicity support; complementary flowers to the MS & HS musical cast and crew.
C.A.S.T. parents supported in the following ways: MakeUp and Hair: Applying or training students to apply make up before the performances; Costumes Stocking and Manning the Costume room in addition to designing, executing and coordinating the costumes for the performances. Backstage: Assisting with costume changes, props changes and supervising. Ticket Sales: Assisting with ticket sales the night of the performance and during select days before the performances. Flowers Sales: Coordinating the sale of flowers on the day of the performances. Publicity: The design and generation of posters for the campus. Concessions: Coordinating the sale of concessions during the intermissions. Receptions : The coordination of food and drinks for the various receptions. Community Concerts: Reaching out to the community for guest performers willing to perform and work with the Arts Students in classes as part of their Community Service.
ASD Parent Teacher Student Association 2014-2015 The mission of the PTSA is to build community and enrich The mission of the PTSA is to build community and enrich students learning. We fundraise to support events and programs for the benefit of ASD students, parents, faculty and staff. Our mission guides everything we do within the PTSA. The events and programs are purposely designed to enrich the lives of our community. We are so thankful for the support of the Board of Trustees, Cabinet, students, parents, faculty and staff.
2014-2015 PTSA Executive Board President, Stephanie Buck
First Vice President, Salwa Wahba Secretary, Aparna Prasad Treasurer, Aparna Mehta VP Community Enrichment, Susan Elmasry VP Events, Paulina Shedid-Berzinji VP Grants, Niloo Neshat VP Volunteers, Marta Fonseca Communications, Em Howle Hospitality, Katrina Head Parliamentarian, Jane Elliott
2014-2015 PTSA Event Chairs Halloween, Sheryl Porbanderwalla Santa’s Workshop, Laura Douaihy and Ronda Lloyd Carnival, Sheryl Porbanderwalla Staff Appreciation Week, Collette Golberg, Heidi Rosindell, Sheila Ivory
ASD Annual Report 2014-2015 | 45
Carnival 2015 Sponsors MetLIfe | Canon | TBWA/RAAD General Electric | Pepsico American Garden UAE Exchange | MasterCard | Flywheel Zaks | Cravia Falcon Family Donors: Mustafa & Neemat Abdel-Wadood; Maya and Charbel Abou- jaoude; Kelly-Anne and Stephen Ardill; Lara and Ahmad Beydoun; Stephanie and Mike Buck; Dina and Nicky Daryani; Joumana and Christos Economakis; Jane and Tim Elliott; Susan and Tarek Elmasry; Bonnie and George Goddu; Katrina and Roger Head; Andrea and Michel Khalaf; Petra and Michael Miebach; Aparna and Tejas Mehta; Maggie and Brent Mutsch; Uma and Pasam Rao; Erin and Daniel Rankin; Salwa and Sherif Wahba; Jill and Darren Spinks; Aparna and Bernard West; Yu Family In Kind Donors: Media Rotana; Zaatar W’ Zeit; Seattle’s Best; Chocolate Bars (View all Carnival 2015 in kind donors on the PTSA website)
Events Welcome Events In addition to its four quarterly general meetings. PTSA hosts two welcome events to greet new families at the start of each semester, PTSA also provides support for new families as they transition to ASD and to Dubai through the Buddy Program in which each new family is paired with a veteran family. Wild Wadi Nights, Fall and Spring Wild Wadi Nights serve as our first and last events of the year. Twice a year, Dubai’s iconic Wild Wadi waterpark closes its doors to the public and PTSA opens the park exclusively for the ASD community. The PTSA is extremely appreciative of the longstanding partnership with Wild Wadi. Halloween Trick or Treat Night Come October each year, the ASD fields are transformed into a spectacular space full of decorated tables and tents designed to allow our students to trick or treat in a safe environment. This PTSA sponsored event brings just over 2,000 members of our community together for a night of costumes and candy. Santa’s Workshop and Booster Bazaar As the ASD December winter break approaches, the PTSA hosts an evening of Santa, crafts and shopping. Here you will find children, and sometimes parents, dressed in holiday pajamas enjoying everything the giving season has to offer. Carnival PTSA’s largest fundraiser and community-building event, Carnival is a schoolwide event for students, families, faculty, staff and friends of ASD. Carnival features awesome activities, food, and entertainment with live performances, games, auctions, and fabulous raffle prizes. Carnival draws over 2,600 people to campus. With 17 student-led organizations involved, 8 fabulous food vendors, and hundreds of prizes to be won, Carnival is the highlight of the school year. A favorite at the event is the Elementary Class Projects Auction, where each of the 42 elementary classes create one-of-a-kind art pieces to help raise money for PTSA. Staff Appreciation Week In May of every year, PTSA sponsors and coordinates a week-long celebration of ASD faculty and staff to thank them for all they do for our students and our school. The week includes special surprises and culminates in a fantastic themed luncheon.
46 | ASD Annual Report 2014-2015
Programs Grants Program The goal of the Grants Program is to award funds to help meet the needs of clubs, parents, teachers, and others who have terrific ideas that need assistance in getting their programs started. The Grants Committee hosts 2-3 grant cycles per school year with representation from parents, students, and teachers participating in grant selection. This year, the PTSA Grants Program awarded 16 grants to members of the ASD community. There was a wide variety of applications including an elementary parent resource library, GAIA water coolers, Mu Alpha Theta math competition, and student led technology Pursuit classes. Speaker Series A new initiative this year for the PTSA is the Speaker Series. Our primary goal for this program to host dynamic, relevant, and meaningful speakers to enrich our community. This year, we were able to invite Adrian Hayes, extreme explorer, ASD parent Tommy Weir, who spoke on leadership in children, and Su Bridgman, whose focus is communication between parent and child. We reached well over 500 parents collectively with these speakers.
Partnerships in Learning Visiting Authors Every year ASD hosts award winning authors that visit the school for over a week or more. The PTSA is a funding partner with ASD and assists in promoting the author’s visit. If a community event is to be held, PTSA helps in the planning. Substance Awareness Week Each year ASD brings in experts that are focused on the message of substance use and abuse to educate students in age appropriate ways. The PTSA is a funding partner in this week-long program and assists in promoting the talks given by the substance awareness team. A Call to Action Being a part of ASD is more than the 8-3 school day. We have a vibrant, dynamic community that brings many talents to our campus. It is important that everyone pitches in and continues the long-standing tradition of volunteering. ASD is fortunate to have so many people from all over the world that help create a culture of giving and an understanding that support is critical to the success of our school. Volunteering for an hour, taking on a leadership position in many of the service groups on campus, or somewhere in between, affords us the opportunity to share our stories, strengthen our ties with one another, and most importantly, gives back. We look forward to welcoming you as a volunteer!
PTSA Financials* Revenues (AED) Carnival Income
419,099
87%
Wild Wadi Income
67,760
13%
Total 487,748 100%
Expenses (AED) 2014-2015 Grants Program
30%
Visiting Authors
13%
Above the Influence
10%
Enrichment in the Arts & Sciences
10%
ASD/CAST Piano Gift
9%
Audio System 9% Operating 7% Staff Appreciation
5%
Speakers Series 4% Opportunity Fund 2% Guest Speakers 1% Total
AED 471,327 100%
Grants Distribution 2011-2015 Arts 25% Leadership 16% Library 13% IT
12%
Science 10% Service Learning 10% English 10% Facilities 3% Maths
1%
Total Funds Allocated to the Grants Program since (2011) Inception: AED 499,636 *as of May 20, 2015
A special thank you to all of the countless volunteers that have given so freely of their time and talents that have helped make this year one of PTSA’s best. ASD Annual Report 2014-2015 | 47
Special Memories and Fond Farewells Saying goodbye is never easy, especially to faculty and staff from our ASD community. A very special goodbye to these dedicated educators who are retiring in 2014-2015. Their dedication is represented by a collective 101 years of service to ASD and 219 total years served in the field of education. We wish the following faculty and staff a fond farewell as they depart for new journeys and adventures in their retirements.
Bob Ackerman
Santha Nair
Dedicated educator at the American School of Dubai (formerly Jumeirah American School for 38 years.
Dedicated Library staff member at the American School of Dubai (formerly Jumeirah American School) for 36 years.
Retiring from Service at ASD Dee Hewitt, 14 years
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Evelyn LeRose, 7 years
Mike Fortin, 3 years
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Maggie Mutsch, 3 years
Until we meet again. Once a Falcon. Always a Falcon. 48 | ASD Annual Report 2014-2015
P.O. Box 71188 Dubai, U.A.E. | +971 4 395 0005 www.asdubai.org