ASD 2013-14 Annual Report

Annual Report 2013-2014

We 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.

Identity Statement The American School of Dubai, an independent not for profit American community school, offers what is best about American education to provide learning experiences designed to promote the maximum potential of its students.

ASD Mission Statement We 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 We believe that it is our responsibility to give help where needed.

Striving for excellence is critical to our success.

Integrity and honesty are essential to a safe and trusting community.

Every person has equal, inherent value.

Embracing our diversity strengthens our community.

Every person is responsible for their choices.

Student Profile The American School of Dubai provides learning experiences to support every child to embody the characteristics of the Student Profile.

Thinker Creative, Critical, Reflective, Adaptable, Persistent Communicator Effective, Confident, Collaborative Contributor Aware, Ethical, Respectful, Open-minded, Compassionate Learner Engaged, Responsible, Self-Directed, Inquisitive Leader and Role Model Inspires, Guides

Front Cover Students of the American School of Dubai Editor Julia Martinez Director of Advancement Graphic Design & Printing Patricia Troskie Spectrum Digital Print Solutions Please send feedback and suggestions to jmartinez@asdubai.org Visit the American School of Dubai website and online communities www.asdubai.org

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P.O. Box 71188, Dubai, UAE Tel: +971 395 0005 www.asdubai.org Accredited by Middle States Association of Colleges & Universities

Contents

The 2013-2014 Annual Report is a publication of the ASD Advancement Office.

4

From the Board of Trustees

5

From the Superintendent

6 ASD by the Numbers 6 Students 7 Faculty and Staff 8 Advanced Placement 9 College Admissions 10 Extracurriculars 12 12 14 16 18

Student Learning Overview of Learning Elementary School - This is Our School Middle School Milestones High School: A Year of Impact

20 Financial Information 21 On Being Not for Profit 22

Facilities

24 Advancement 24 Communications 25 Alumni Relations 26 Giving at ASD 27

Our Community PTSA Booster Club C.A.S.T.

30

Special Memories JAS Faculty Reunion July, 2014 A Student Reflects: Forever Changed An Alum Gives Back

From the Board of Trustees The publication of our first Annual Report is yet another milestone reflecting one more step on ASD’s ladder of continuous improvement.

Since moving to the Al Barsha campus there has been a continuing commitment to serve an increased number of students and members of the North American community.

Our standing within the international school arena continues to improve on an annual basis. By any standard our school has been quite successful but our view is toward the future and our strategic plan is set to continue this success.

As a Board of Trustees we are entrusted with stewardship of ASD’s future and making sure that all stakeholders are fairly represented in the continuing success of ASD. We focus on strategic direction and working with the ASD leadership team to insure that our school’s mission is achieved.

By decree our objectives are to: Offer comprehensive, secondary, college preparatory, private education for all students of the American School in Dubai on a not for profit basis.

Equip students academically, culturally, socially and physically for transferring successfully upon graduation to the university education in the United States of America or to the best schools therein.

Enable students to become competent, responsible, ethical, contributing adults.

We believe the best way to achieve these objectives is to ensure that we provide the best combination of faculty, staff, administration, program 4 | ASD Annual Report 2013-2014

ASD is well placed to continue our success and the input and work of all of our community will ensure that we continue on the path to being internationally recognized as a top American School. and facilities while maintaining a responsible balance between financing our quality education and tuition levels. Our primary work is through our committees: Finance, Facilities, Governance and Community Relations.

As our school grows so does the work of the Board of Trustees. For this reason the Board is dedicated to expanding the role and input of more of our parent community in the coming years.

The year 2013-2014 was the first year of a five-year strategic plan. While many of the goals of the plan are focused on student learning it also requires continuous improvement in corporate governance and financial responsibility.

Accomplishments during the 20132014 school year included; addition of more teachers to deliver an expanded program, addition of a coaching cadre to improve the quality and consistency of instructional practice, additional administration (i.e. Director of Arabic and Educational Technology) to guide further program development, further

enhancement of our facilities (i.e. creation of a broadcasting studio), and review of many of our Board policies and procedures. In addition we were able to accomplish the financial goals of maintaining a balanced budget while continuing to make payments for the current campus. We were also able to begin the strategic initiative of purchasing permanent housing for our faculty and administrative staff.

Our reputation among colleges in the United States and Canada continues to grow and our graduates often secure their first choice of admission at colleges and universities. As a school we fully recognize that it is imperative that we create the opportunities for our graduates to be able to go to the college of their choice and to perform at levels that will propel them towards success in achieving their dreams.

We are proud of our ASD community and believe that ASD provides a unique blend of passion for education and extremely dedicated and well-trained teachers and administrators to daily work with our students. We are also thankful for a tremendous group of parents who support our efforts as true partners. ASD is well placed to continue our success and the input and work of all of our community will ensure that we continue on the path to being internationally recognized as a top American School.

Mr. Phil Garrison Chairman, Board of Trustees American School of Dubai

From the Superintendent Welcome to the 2013-2014 Annual Report, the first issue of an annual publication to share the success of the school in the on-going commitment to continuous improvement at the American School of Dubai.

There were many successes of the 2013-2014 school year and we recognize these successes would not have been possible without the sustained commitment, collaboration and cooperation of students, parents, faculty, staff, administration and the Board of Trustees.

In addition to highlighting many of the accomplishments of 2013-2014, the Annual Report also identifies those areas where we will be dedicating further attention for the purpose of working to make ASD a better school in 2014-2015 and beyond. Areas for improvement are in response to parent feedback as well as an internal analysis of data sources that enable us to monitor and evaluate performance in a variety of areas.

plan developed in 2012-2013 to systematically guide ASD’s continuous improvement efforts. The 2013-2018 Strategic Plan includes six specific areas for focused attention. At the heart of the strategic plan, as is only appropriate for a school, is an emphasis on student learning. This report provides an overview of success achieved during 20132104 as we’ve taken further strides to successfully meet our long-term objectives.

We have labored together, the home and school, to help each of our students develop their full potential and to be well prepared for their future academic success. While we will never be satisfied that we are doing “good enough”, we are pleased to be able to share the progress of this past year with you. We know that without the support of the entire ASD community, the successes of the 2013-2014 would not have been possible.

Dr. Brent Mutsch Superintendent American School of Dubai

The 48-year history of ASD reflects an abiding commitment to continuous improvement. The current faculty, staff and administration share the desire to build upon the successes of the past to work in partnership with the home 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.

ASD is considered by many to be one of the finest international schools in Dubai and our successes are the result of many factors. The faculty, staff and administration are fortunate to have the privilege of working with students who are among the finest in the world. Our students come to school prepared to be engaged in their education and assume a significant level of responsibility for their learning. There are countless examples of our students demonstrating the ASD Core Values. The qualities of compassion, excellence, integrity, respect and responsibility are demonstrated daily by students in their interaction with faculty, staff and one another. Our parents possess a deep value, respect and appreciation for education and willingly participate in the home/school partnership in ways that further contributes to student success. Our faculty, staff and administration represent a deeply committed group of professionals who dedicate their lives to daily making a positive difference in their work with students.

The 2013-2014 school year also represented the first year of implementation of a comprehensive five year strategic ASD Annual Report 2013-2014 | 5

ASD by the Numbers 2013-2014 STUDENTS Student Nationalities

Number of Students Enrolled

1,644 Student Total

51

14

Nationalities

Grades K1-12

United States of America

63%

Mid dle S

cho

ol

16% chool hS g i H

Elementary School 776* Middle School

362

High School

506*

*June, 2014

E le

me

n ta r y S c h ool

2014 Graduates

Canada

21%

Other

*

Australia, Austria, Bahrain, Belgium, Bosnia and Herzegovina, Brazil, Canada, Chile, Croatia, Cyprus, Denmark, Egypt, France, Germany, Greece, India, Indonesia, Iran, Iraq, Italy, Jordan, Kazakhstan, South Korea, Lebanon, Libya, Luxembourg, Malaysia, Myanmar, Netherlands, New Zealand, Nigeria, Norway, Oman, Pakistan, Philippines, Portugal, Romania, Saint Kitts and Nevis, Saudi Arabia, Singapore, South Africa, Spain, Sweden, Switzerland, Syria, Tunisia, Turkey, United Arab Emirates, United Kingdom, United States of America, Venezuela

Average Tenure of Students Total graduates in the Class of 2014

126

6

K1-Grade 12

Students graduating who attended ASD from kindergarten through grade 12

6 | ASD Annual Report 2013-2014

4.4 Years 3.4 Years 2.6 Years

Elementary School Middle School High School

FACULTY AND STAFF Number of Faculty and Staff

Demographics by Passport

63%

291 173 Total Employees

Teaching Faculty

17%

Postsecondary Degrees Faculty and Administration Doctorate Masters level Bachelors level

4 128 53

18%

69% 0.2% 28%

Years of Professional Experience Years of Service to ASD

Administration There are collectively 167 years of professional experience amongst the administration of the American School of Dubai.

Teaching faculty (173)*

10

Administration Team

167 10%

48%

Years Collectively

20%

10%

6 - 8 Years

34%

9 - 11 Years 20%

1-2 Yrs

3-5 Yrs

8%

4%

5%

6-8 Yrs

9-11 Yrs

12+ Yrs

33%

12 - 14 Years 15 - 17 Years 18+ Years

*Between 2009 - 2012, ASD increased enrollment resulting in an increase in teaching staff.

ASD Annual Report 2013-2014 | 7

Advanced Placement Results College Admissions Classes of 2013 and 2014 Advanced Placement Results AP EXAM

%3 or higher

%4 or higher

Exams completed

Biology

90%

58%

60

Calculus AB

93%

86%

73

Calculus BC

100%

86%

14

Chemistry

77%

55%

65

Computer Science

44%

44%

9

English Language

84%

59%

131

English Literature

81%

35%

125

European History

97%

83%

35

French Language

100%

100%

20

Macroeconomics

53%

34%

128

Microeconomics

52%

36%

129

Music Theory

86%

86%

7

Physics B

84%

56%

25

Physics C-Mechanics 87%

73%

15

Psychology

89%

68%

38

Spanish Language

100%

93%

14

Statistics

77%

44%

61

Studio Art (All)

96%

71%

24

US History

89%

63%

46

University Matriculation

347 Graduate totals for 2012, 2013 & 2014

97

Students receive recognition as AP Scholars in 2014

2014 AP Scholar Awards ASD had 97 students receive recognition as AP Scholars.

Six students were granted an AP International Diploma.

AP Scholars 33 students AP Scholar with Honors 17 students

AP Scholars with Distinction 47 students

15%

3%

3%

2%

6%

6%

74 %

74%

15 %

United States of America

94%

Canada Europe & UK United Arab Emirates & Middle East Other (2%)

For the classes of 2012, 2013 and 2014

Completed at least one AP exam during high school (227 of 241 graduates)*. *Classes of 2013 and 2014.

8 | ASD Annual Report 2013-2014

2013 AP Scholar Awards ASD had 98 students receive recognition as AP Scholars.

One student was granted an AP International Diploma.

AP Scholars 34 students AP Scholar with Honors 36 students AP Scholar with Distinction 28 students

Top University Destinations Classes of 2012, 2013 and 2014

Northeastern University (11) New York University (10) University of Toronto (9) The George Washington University (8) University of California, San Diego (7) Texas Tech University (7) American University (6) University of Southern California (6) Emory University (5) Boston University (5) University of Virginia (5) University of Illinois, Champaign (5) University of British Columbia (5) University of Maryland, College Park (5) Western University (5) University of California, Irvine (4) University of California, Los Angeles (4) University of Washington (4) Concordia University (4) University of Pennsylvania (4) Purdue University (4) McGill University (4) St. Francis Xavier University (4) American University in Sharjah (4) University of Waterloo (4) University of California, Berkeley (3) University of California, Davis (3) Arizona State University (3) University of Colorado (3) Georgia Institute of Technology (3) Florida Institute of Technology (3) Texas A&M University (3) Carleton University (3) University of Victoria (3) American University in Dubai (3) University of Arizona (2) Bryant University (2) Columbia University (2) University of Delaware (2) DePaul University (2) Falgler College (2) Florida Gulf Coast University (2) Georgetown University (2) Massachusetts Institute of Technology (2) University of Massachusetts, Amherst (2) Northwestern University (2) Pace University (2) Parsons The New School for Design (2) Pennsylvania State University (2) Polytechnic Institute of NYU (2) School of the Art Institute of Chicago (2) University of Texas, Austin (2) Glion Institute of Higher Education, Switzerland (2) University College, London, UK (2) American University in Beirut (2) Korea Advanced Institute of Science and Technology (2) University of Arkansas Babson College

Ball State University Barnard College Bentley University Blinn College Boston Conservatory Brown University California State University University of California, Santa Barbara University of California, Santa Cruz Chapman University University of Chicago Claremont McKenna College Clemson University Collin College University of Colorado, Colorado Springs Columbia College, Chicago DigiPen Institute of Technology Drexel University University of Evansville Evergreen State College Fashion Institute of Design, San Diego Fashion Institute of Technology, New York Florida State University Fordham University George Mason University University of Georgia Hofstra University Iowa State University Johns Hopkins University Kalamazoo College Kansas State University Kean University Kennesaw State University University of La Verne Lasell College Liberty University Loyola Marymount University Loyola University Mesa Community College University of Miami Michigan State University University of Minnesota, Twin Cities Mississippi State University Norfolk State University University of North Carolina, Chapel Hill University of North Florida Northern Arizona University Northern Illinois University University of Notre Dame Occidental College Oglethorpe University Ohio State University Ohio University University of Puget Sound Rice University Rochester Institute of Technology University of Rochester Saint Petersburg College University of San Diego Sarah Lawrence College

Seattle University Seton Hall University University of South Florida St. Edward’s University St. Norbert College St. Olaf College Stony Brook University SUNY Maritime College Susquehanna University Swarthmore College Syracuse University University of Tennessee Texas Christian University University of Texas, Tyler Tufts University University of Tulsa Utah State University Vassar College Virginia Commonwealth University Virginia Polytechnic Institute and State University Wake Forest University Wentworth Institute of Technology William Rainey Harper College University of Wisconsin University of Guelph Mount Allison University Mount Royal University Queen’s University Wilfrid Laurier University York University University of Aberdeen, Scotland Bournemouth University, UK Brunel University, UK Copenhagen Business School, Denmark Durham University, UK Ecole Hoteliere de Lausanne, Switzerland University of Edinburgh, Scotland Erasmus University College, Netherlands Franklin College, Switzerland IE University, Spain Imperial College, UK Istituto Marangoni, Paris, France Kings College, London, UK Newcastle University, UK Suffolk University, Madrid Kingston University Newcastle University Regent’s Business School London Royal Holloway, University of London Vesalius College, Belgium Emirates Academy of Hospitality Management University of Wollongong, Dubai Bond University, Australia Dankook University, South Korea Edith Cowan University, Australia Korea University

ASD Annual Report 2013-2014 | 9

Extracurriculars Extracurricular programs provide students with learning opportunities beyond the classroom experience and support the development of interests and the pursuit of individual passions. During the 20132014 school year, a broad range of activities were offered to students from K1-Grade 12 in Athletics, Aquatics, Campus Recreation, division clubs and organizations and the Arts.

Competitive sports over three seasons: Fall, Winter & Spring

Fall

1,948

Spring

Winter

1,944

2,202 Students participating in at least one extracurricular, ASD-related activity during the 2013-2014 school year* *Excluding scouts and outside organizations using ASD facilities.

Many ASD students participate in more than one extracurricular activity during a term.

10 | ASD Annual Report 2013-2014

DUCE 2014

(Dubai Ultimate Charity Event) 10 year tradition | Net proceeds AED 65,000 DUCE is a Campus Recreation competitive Ultimate Frisbee and charity event providing funds to student clubs with a core charitable purpose. In 2013-2014, proceeds supported SEENAH, Kids for Wish Kids, Little Wings, Room to Read and the Middle School WWW program.

Campus Recreation During the 2013-2014 school year, Campus Recreation provided opportunities for students from K1-Grade 12 to explore activities in sports, leisure, arts, enrichment and STEAM (science, technology, engineering, arts and math). In addition, Campus Recreation organizes adult sport and fitness opportunities for the ASD community. Student programs are inclusive to students and included: After School Recreation Program (ASRP) Middle & High School Intramurals American School Parent (sports) Activities (ASPA) Grade 4 & 5 Mini Falcons Pay Per Term Program Boy Scouts, Cub Scouts and Girl Scouts Student clubs and organizations for service learning

“

ASD Campus Recreation programs inspire holistic, healthy active living and learning.

�

Athletics ASD Athletics is responsible for the selective, competitive sport programs for boys and girls in the Middle and High School. In 2013-2014, ASD Students competed in the Emirates Coast Conference (ECC) and the Junior Varsity and Varsity teams competed in the Middle East South Asia Conference (MESAC).

MESAC AND ECC Volleyball, Swimming, Spirit Dance Team, Soccer, Basketball, Cross Country, Wrestling, Tennis, Cheer Squad, Track & Field, Badminton, Softball & Baseball.

Aquatics ASD Aquatics offers programs to build skills and enjoyment of swimming to enhance the physical, social and emotional aspects of life. During the 2013-2014 school year, Learn to Swim, the Mini Falcons Swim Program and Falcons Swim Club rounded out the K1- Grade 12 offerings.

The Arts The ASD Arts program provides opportunities for students K1- Grade 12. Extracurricular opportunities during the 20132014 school year included: Elementary Variety Shows Middle & High School plays Elementary, Middle and High School musicals AMIS (Association for Music in International Schools) MESAC Senior Arts Junior Art Invitational ASD art shows International Thespian Society

Elementary, Middle and High School Service and Leadership During the 2013-2014 school year, students had opportunities at all levels to engage in meaningful service and active leadership through extracurricular clubs and organizations.

Enrichment and STEAM International Math Olympiad MESAC Academic Games, Debate and Forensics Knowledge Master Open Student Tech Crew Mu Alpha Theta Math Competition Leadership Elementary Student Council National Junior Honor Society Student Council Falcon Ambassadors National Honor Society Student Government Association International Student Association Model United Nations International Thespian Society Prom Committee Spirit Council Service GAIA Room to Read Kids for Wish Kids Club SEENAH Seeds of Change Little Wings UNICEF Habitat for Humanity Save the Children ASD Annual Report 2013-2014 | 11

Overview of Learning Michelle Kuhns, Director of Learning

“

Moving the ASD mission from the walls to the world.

”

The 2013-2018 ASD Strategic Plan includes ten separate but integrated student-learning goals. When considered together, these goals encompass a comprehensive plan for launching the learning of the students at the American School of Dubai to new heights. During the 2013-2014 school year, faculty, staff, students, and community members worked on aspects of each goal, with a deliberate focus on the Student Performance Objectives and the goals related to curriculum, assessment, and technology.

Progress on ASD’s Student Performance Objectives In September, a stakeholder group comprised of faculty, staff, students, and parents gathered together to explore the impact and vision possible through each Student Performance Objective (SPO).

(1) By June 1, 2018, each student, in pursuit of their dreams, will successfully demonstrate a passion for learning.

(2) By June 1, 2018, each student will contribute in a rapidly changing world by addressing a challenge, an opportunity, or a situation.

These student performance objectives have the capacity to move the ASD mission from the walls to the world

12 | ASD Annual Report 2013-2014

through reform in areas including, but not limited to, school systems and structures, curriculum, internships, opportunities for service, and personalized learning. In order to best monitor our progress in relation to these two objectives, each division established a method of gathering baseline data. Age appropriate surveys were conducted to explore students’ understanding around their personal learning interests and experiences in service.

With these exciting student performance objectives in mind, the Board of Trustees approved a number of new positions, all strategically placed. Included in these was a K-12 Service Learning Coordinator to begin in the fall of 2014. The goals for the first year of this position includes an audit of current service related programs, both within the curriculum and in co-curricular clubs, and establishing a plan for fully embedding a culture of contribution and service into our program.

In support of both student performance objectives, the Middle and High Schools revised the school time-tables to include Flex and Pursuits blocks. These daily 40 minute periods, to be implemented during the 2014-2015 school year, will allow time for intervention as well as enable students to enrich their learning programs through service, deeper study, learning new skills and exploring their learning passions.

Curriculum Review and Renewal Much of the curriculum focus during the

year was from a K-12 perspective, with faculty from each discipline reviewing and refining the subject area philosophy and establishing programmatic goals, called transfer goals, for all students.

These programmatic decisions help define our purpose and guide us in designing courses appropriate to our context and to meet student need and interest. Though curriculum work is constant in all disciplines, this year provided opportunity for specific focus in K-12 music, visual arts, world languages, and social studies. Led by faculty steering committees, these disciplines established a vision, identified the current reality within that vision, and will spend the 2014-2015 school year establishing plans to achieve their vision. Our world language program established proficiency levels for each course, made plans for adding French and Spanish to grade 6, and increased time for elementary Arabic in K1 and K2 and a daily Arabic program for students in Grades 1 through 5. In support of the work to establish ASD as a lighthouse school for language learning, the Board of Trustees approved the addition of a Director of Arabic Language position to begin in the 2014-15 school year and to have the responsibility of overseeing this important program.

In addition to this macro curriculum work, the Middle and High Schools made the move to standards-based grading and reporting, placing emphasis on clarifying the learning targets, an increase in rubric use, and providing students with more opportunities to receive feedback on their learning.

The new report card reflected each

student’s areas of strength as well as their opportunities for growth in both academic achievement as well as learner development.

Looking deeper at the programs that support student learning needs, focused attention was given to the academic transitions between divisions, specifically in math and science, to help students move smoothly from Elementary School into the Middle School and from Middle School through High School. The Elementary School successfully implemented a new primary resource in math and new writing units in literacy, all aligned with the Common Core State Standards, an internationally benchmarked set of standards adopted by forty-three states in the U.S. In the Middle School, health units were completely revised and new computer technology and video broadcasting courses were designed for the 2014-2015 school year. The High School implemented new English courses in Grades 11 and 12, added an Advanced Placement (AP) option for Psychology, added a Design Technology elective, and planned for the addition of an AP Capstone course, increasing the opportunity for students to make choices around their learning.

This increased focus on more personalized learning was further emphasized in a faculty technology summit that resulted in a new Technology Vision, the drafting of a comprehensive technology plan, and the addition of a Director of Educational Technology to begin in the 2014-2015 school year with a focus on learning.

We embrace the power of technology in order to reimagine the learning environment, personalize learning pathways, and cultivate collaboration, communication, and innovation within and beyond the walls of ASD. (Technology Vision 2013-2018)

The Impact of Professional Learning As an organization focused on learning, ASD provides professional learning opportunities for teachers in support of school and division-wide curriculum initiatives while also honoring the annual individual professional goals set by teachers. Educational research and the Standards for Professional Learning published by Learning Forward (formerly known as the National Staff Development Council) strongly supports the need for job-embedded professional learning through providing time for professional dialogue, action research and reflection. Time allotted for this is difficult to find in the busy life of a school, but essential to teacher growth that impacts student learning.

Establishing a weekly timetable that allows for departmental, team, divisional and school-wide dialogue, as well as time committed through our early release PD Days, are invaluable in this regard.

ASD also addresses the integration of school-wide and individual professional learning goals by offering onsite graduate courses through a partnership

with SUNY Buffalo State. These carefully chosen courses are open to all faculty and staff. Taken within a program the classes may lead to a Master of Science degree in Multidisciplinary Studies.

In addition, ASD works with worldrenowned educational consultants in providing professional learning most directly related to our strategic goals.

During the 2013-2014 school year, ASD hosted Dr. Fran Prolman (Teacher Leadership and Team Dynamics), Stevi Quate, Maggie Moon, and Matt Glover (Literacy), Fay Gore (Social Studies), Janis Freckmann (ES Math), Mazen El Sheikh and Julie Ledford (Arabic), Dr. Michael Rettig (Scheduling), Tom Daccord (Technology), Teresa Arpin and Dr. Michael Thompson. Though some are contacted directly from ASD, many of these consultants are thought-partners to the regional education conference of which ASD holds an active membership.

The Near East South Asia Council of Overseas Schools (NESA) is a non-profit association of more than 100 private, independent American/international schools in the region. NESA’s mission is to serve member schools “by facilitating sustainable and systemic school improvement based on the best practices of American and international education.”

NESA holds four conferences each year often attended by faculty and provides teachers with collaborative connections beyond ASD. It is this same collaborative spirit that encourages ASD teachers to work together for the benefit of students as they become passionate learners prepared to adapt and contribute in a rapidly changing world.

ASD Annual Report 2013-2014 | 13

Michelle Kuhns, Director of Learning

This is Our School JohnEric Advento, Elementary School Principal

“

After a year of planning and preparation, the new elementary Master Schedule was implemented during the 2013-2014 school year. This coordinates the schedules of 780 students, across 7 grade levels and ten subjects.

”

It’s June, 2014.

Welcome to Corny’s End of the Year Game Show!

This was announced by four Elementary School Student Council members to begin the last assembly of the 2013-2014 school year.

It was an assembly designed to be a little extra fun; a mock game show episode where contestants were tested on the highlights of the school year.

Now, let’s meet our new contestants!

What are the elementary sports teams called? It rhymes with Shmini Shmalcons.

Can you picture the creativity and fun? The game continued and the student leaders masterfully MC’d the event. They successfully captivated the entire elementary school community, over a thousand people, with carefully crafted questions and responses.

The Elementary School Student Council made its debut this year, was sponsored by faculty members and funded through an educational grant of the PTSA. The Council is designed to: Instill student voice Students bring to life the elementary school motto, This is Our School, by planning and running school-wide assemblies.

Create leadership opportunities Upper grade students learn to represent the full student body, soliciting the advice and input of younger students.

Provide ways to make the elementary school a better place Students plan projects across grade levels, such as a Teddy Bear Picnic.

The 2013-2014 school year was an exceptional year, keeping student learning as the primary focus. Developments of greatest impact include: Development of our Community of Practice Teacher teams collaborated for the benefit of learning for both students and adults. Teachers participated in over 130 hours of professional development to further refine their craft. They visited

14 | ASD Annual Report 2013-2014

and observed each other, collaborated and analyzed student work samples to inform instruction and further develop this rich resource of professional development.

Enhancements to Literacy, Numeracy and Arabic Instruction To ensure program consistency for all students and to harness the expertise of our faculty members to the benefit of all learners, teachers engaged in instructional coaching work in Literacy, Numeracy and Arabic. Instruction was enhanced with the implementation of new Writing Units of Study. This year also represented the first full year use of EveryDay Math curriculum and the first year with Arabic resources in two distinct tracks.

Increased Technology Integration and Access Technology was further integrated as a tool for learning in core classrooms, learning support services, Arabic, Art, Music and Physical Education. To increase accessibility, one to one MacBook laptops were provided in Grade 5.

Additionally, two to one laptop access was implemented in Grades 3 and 4. In the Lower Elementary, iPads on carts were available for learning in classes during centers. By the end of the year, many students in the upper grades were sharing their portfolios electronically. A K1 - 5 Student Technology Showcase also provided the opportunity to showcase learning through technology.

Students Own their Learning Students continued their path to own their learning this year.

The second annual student led Falcon Dreams - Goal Setting conferences occurred early in the year and gave students, parents and teachers the opportunity to set both academic and personal goals. These conferences give valuable insight to teachers and provide an excellent way to establish criteria and set priorities. Later in the year, the two day Student Led Conferences, which included portfolio reviews, became a true celebration of learning. A parent summed up the experience, “These student led conferences are amazing celebrations of learning and truly our mission exemplified!�

As Elementary School Principal, I am humbled by the amazing learning community we continue to foster at the American School of Dubai. On behalf of the Elementary School community, I thank all those who contributed so passionately, generously and tirelessly to make this such a successful year.

An Elementary Master Schedule After a year of planning and preparation, the new elementary Master Schedule was implemented during the 2013-2014 school year. The new Master Schedule coordinates the schedules of 780 students, across 7 grade levels and ten subjects. The new schedule allows the school to offer grades 1 - 5 daily Arabic instruction, a balanced time for Encore classes and the opportunity for students to both begin and end their day in homeroom classes. The Elementary School also began the year with a firm 7:50 a.m. greeting time and 8:00 a.m. start to teaching. This effort captures annually 45 hours of instructional time.

ASD Annual Report 2013-2014 | 15

Middle School

“

Along the way, students come to learn that school is not about getting all the answers right, but rather, about taking the time to learn through challenge, feedback and growth.

�

Implementing Standards Based Grading and Reporting The 2013-2014 school year represented a time of substantial change and progress in the Middle School.

One significant change was to our grading and reporting procedures. The move to standards-based grading and reporting (SBGR) moved our work with standards forward by leaps and bounds as teachers changed assessments to provide specific feedback to students based on learning targets. The clear identification of these learning targets linked to standards takes time, but ultimately leads to greater student understanding of the knowledge and skills students have acquired.

Along the way, students come to learn that school is not about getting all the answers right, but rather, about taking the time to learn through challenge, feedback and growth.

This implementation year of standards-based grading and reporting involved dialogue with teachers, students and parents as we all adapted to a changed PowerSchool window and a new way of looking at reports. Our first quarter report card marked a turning point as students and parents saw how the wealth of information in a standards based report provided clear areas of strength and specific areas for next steps.

Four Categories of Learner Development As we developed our standards-based approach, we also took the important step of removing, from the academic grade, any measures of student learning dispositions. This decision, taken in the 2012-2013 school year, involved us in a detailed examination of the habits of learner development that we wanted to assess and report. In developing the four categories of positive learning attitude, organization and time management, collaboration and participation and core values in action, faculty in both the middle and high school worked collaboratively to converge on the most valuable regular work habits to assess.

16 | ASD Annual Report 2013-2014

Milestones

Dr. Ronald Lalonde, Middle School Principal

Additionally, during the 2013-2014 year we looked forward and reexamined the Middle School schedule with educational consultant Dr. Michael Rettig. This process involved working in conjunction with the High School to streamline and clarify our Middle School core program. We maintained a commitment to physical education and health and expanded our compulsory world language program to provide the choice of Arabic, French or Spanish in each of grades 6, 7 and 8.

Providing Options Through Pursuits In the process, we created the very exciting idea of an intervention and enrichment period that would be based strongly on student and teacher choice, and on the ASD 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, the new program was named Pursuits, with the idea that students would have many options for support, high interest and enrichment in a series of four week courses running throughout the school year. The scheduling work led to a strengthening of our core program, the development of Pursuits and the continuation of a strong program of electives in the arts and technology.

Our revised course description guide consolidated this work into a clear synopsis of our Middle School program.

Refining the Structure Week Without Walls The Middle School Week Without Walls Program underwent further refinement this year as we looked to create consistency in expectations and manage the complexity of our teacher led trips. We reduced trips from five to three in grades 7 & 8 and elevated the component of service in each trip.

The creation of our Week Without Walls Guide provided a single location for trip information designed to assist students and parents with our process. Our Week Without Walls program involves great responsibility and reflection from our middle school students and their written projects from their experience, shared at school in our WWW Expo

and also at the PTSA Carnival, demonstrated the extent to which these trips help our students grow.

Growth through Student Goal Setting Student learning growth in Middle School is planned and assisted through our student led conferencing cycle. Student goal setting in the fall establishes an e-portfolio in which students reflect and collect artifacts that help tell the story of their learning. For grade 8 students, this culminates in May with the Summit for Success - an opportunity for each student to share their Middle School growth with an adult from our community who volunteers to listen and provide guidance as our students embark on their high school experience. In 2013-2014, our conferencing program was further supported by developing a mid-year home conference - an opportunity for a formal check in on goals and progress that keeps students on track and guides parents in their partnership at home.

The 2013-2014 school year represented a time of substantial progress through the efforts of faculty, staff, parents, administration and students. We are proud of each of these areas of growth and development and look forward to the opportunities and challenges for continuous improvements in the 20142015 school year.

ASD Annual Report 2013-2014 | 17

Michelle Kuhns, Director of Learning

High School 2013 Dr. Michelle Remington, High School Principal

The 2013-14 school year was an exceptional year at the American School of Dubai. The impact is a result of the hard work of the prior school year and will be the foundation for further improvements for the 2014-2015 school year. We are proud of achievements in student leadership, standards-based grading and reporting, new academic learning opportunities and the further development of systems and structures to support our school mission statement.

Leveraging Student Leadership ASD has numerous students seeking leadership opportunities as part of their experience in High School and we desired better training, support and systems to enhance and leverage their interest. The High School engaged JUMP!, a non-profit organization engaging youth in experiential learning programs, to conduct workshops on student leadership. From this, student junior facilitators created a successful Community Day for our entire High School. Students then took their skills to benefit their clubs and activities. By the end of this year, the High School implemented a student leadership retreat, developed student club processes, student fundraising policy and had over 50 students engaged in leadership training of some kind. A PTSA education grant helped make the program possible. Student leadership will continue to have an even greater presence in the 2014-2015 school year.

18 | ASD Annual Report 2013-2014

Standards-Based Grading for Targeted Feedback A move to standards-based grading and reporting (SBGR) was an important initiative this year. Built upon the ASD strategic goal to: develop and implement a philosophy and practice of reporting on student performance that provides appropriate and constructive feedback for students, educators and parents, the move to SBGR complemented our standardsbased curriculum. With the prior year’s research, analysis and training complete, we adopted a new report card as well as a new interface for the online SBGR reporting system through PowerSchool. This approach to grading and reporting provides improved feedback specific to standards students are expected to achieve, separates student behavior from academic performance, provides letter grades with descriptions of performance and better defines learner development traits.

Developing Personal Learning Interests and Student Growth Portfolios The 2013-2014 school year was also a year of research and development for changes to take place in 2014-2015.

We conducted work with educational consultant Dr. Michael Rettig to develop a new student schedule to truly align with the ASD strategic plan and mission. The new schedule provides students the opportunity to pursue a personal learning interest or academic assistance with a flex block of 40 minutes a day.

Work was also completed to develop a student portfolio system to support student learning goals. With changing university selection processes and career development needs, the student growth portfolio will allow students to capture information about their academic process and set learning goals throughout their high school years. The student growth portfolio

- 2014: An Exceptional Year of Impact develops over the four year high school career to become a comprehensive record of learning and reflection as well as evidence for college applications and other post high school endeavors.

The student growth portfolio closely links to the ASD Student Profile and goal that every child will embody the characteristics of Thinker, Communicator, Contributor, Learner and Leader and Role Model.

New Academic Learning Opportunities With the approval of the Board of Trustees and support from the administration, a revised set of graduation requirements was approved.

ASD high school students will complete 25 (from 24) courses for graduation; a very common standard for college-preparatory schools. The change was implemented beginning with the class of 2016 and will provide more course flexibility in the final years of High School.

19 | ASD Annual Report 2013-2014

ASD Offers AP Capstone Diploma Program ASD also announced participation as one of just 100 schools worldwide to implement the AP Capstone™ an innovative program that allows students to engage in the rigorous development of skills critical for success in college: inquiry, research, collaboration, and writing. The culminating feature of the program is the AP Capstone Diploma which is earned when students complete four AP courses as well as the two years of the Capstone program and complete an independent research paper. The AP Capstone program complements the rigor of AP courses and exams and consists of a

two-course AP sequence: AP Seminar and AP Research. The first (of two) AP Capstone courses, AP Seminar, will be offered in fall 2014. The AP Capstone program only further enhances the rich educational opportunities our students have at ASD. By closely aligning our actions with the ASD strategic plan, mission statement, core values and student profile, and by engaging students as the leaders, we have accomplished a great deal and look forward to continuing work to inspire our students to achieve their dreams and to contribute in a rapidly changing world.

Financials

Sikander Shallwani, Financial Controller

The American School of Dubai (ASD) 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.

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 audited financial results for the 2013-2014 school year compare favorably to the budget approved.

In an effort to provide an exemplary education to students and achieve the mission of the American School of Dubai, the school employs 291 employees, including 181 teaching faculty and administration, and 110 staff for classrooms and administrative office support and maintenance. Salaries and benefits for 291 staff represent 68% of the total costs and were slightly below budget for the year. Providing and maintaining quality facilities to support the academic program account for 16% of total expenses. Instructional resources dedicated to the delivery of the instructional program account for 12% of total costs. Curricular and extracurricular activities account for 2% of total costs as well as 2% expenses dedicated for capital and major projects.

The Board of Trustees and school administration is dedicated to delivering an instructional program aligned with the mission of the school while also maintaining and improving the school’s long-term financial health.

School Wide Fiscal Year 2013-2014

99%

Revenue $31,175,611 Tuition and Fees

$30,725,229

Other

$

450,382

Expenses $30,656,163

12%

Tuition

Salaries & Benefits $20,822,691 Plant Operations $4,926,491

16% 2% 2%

Learning/Instructional $3,569,433 Curricular & Extracurricular Activities $629,492 Capital & Major Projects $708,056

68%

20 | ASD Annual Report 2013-2014

1% Other Income

On Being Not for Profit ASD is an independent, not for profit school pursuing its mission to provide the highest quality education for the American community in Dubai. An important distinction of this identity is our not for profit operating model. But what does a not for profit designation mean? Is it important? What opportunities does the model provide?

What does it mean?

What are the opportunities?

ASD was founded 48 years ago and has a treasured history and valued reputation in the Dubai community.

Tuition and fees are used to meet current school operating costs. However, tuition alone does not cover the cost of providing the level of excellence desired and demanded in our world today that allows our students to achieve their dreams. As a not for profit, ASD can receive donations and gifts when they are appropriate as additional resources to extend, enrich and enhance student learning experiences. Many of the best not for profit schools around the world enjoy high levels of engagement, volunteerism, advocacy and giving support from parents, alumni, faculty, staff and friends. ASD is no exception. Organizations, families and individuals who desire 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 raise the bar and offer distinctive learning opportunities for current and future students.

Since 2004, ASD has operated in the economic tradition of the North American not for profit sector. A not for profit school exists for the collective benefit of its constituents, exists to achieve its mission, and funds its operations from the revenues collected from tuition, fees and sometimes other sources. A not for profit school has no ‘owners’ or ‘shareholders’ and therefore, operates with no profit motive or expectation. There are less than a dozen Dubai area schools operating as not for profits. Most other schools in Dubai operate on a for profit basis.

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 the investment expectations of shareholders.

ASD is governed by a dedicated, seven member, volunteer Board of Trustees. The board is responsible for the longterm fiscal sustainability of the school and guides policy decisions to support the school. 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 on quality of education.

At not for profit schools, tuition and fees fund the cost of education. Families can be confident their tuition and fee payments are not being paid out to owners or shareholders as profits.

ASD directs financial resources received right back into its education mission—providing the best education possible to students.

ASD Annual Report 2013-2014 | 21

23 acre campus

630,000 sq ft building

100

classrooms

630

seat performing arts theater black box theater

field house

22 | ASD Annual Report 2013-2014

Facilities Steve Jones, Director of Facilities and Operations

The ASD campus is home to over 1,600 students and families who depend on it to be learning centered and community friendly. Operating and stewarding the ASD campus, its buildings, learning spaces, equipment, fields, gardens and community areas, takes the special care and attention of the entire community. Students today benefit from the dedication and care of those before us, and the students of tomorrow will benefit from how we care for the ASD campus today.

15,800,000

Total kilowatt hours used on an annual basis.

ASD has established a flat-line utilities usage for the last three years by implementing a variety of efficiency standards. To reduce long-term utility use, the school is implementing an energy reduction initiative in conjunction with our facilities management provider.

33

facility and security personnel ASD works closely with the local police and the Regional Security Office at the U.S. Consulate on matters of campus security. The Dubai Police Department has a daily presence on campus and is well positioned to access further support if necessary.

ASD also works with an external security firm to review campus security procedures and provide professional advice on how to create security protocols. ASD also believes in the environmental stewardship of our campus. Facilities and Operations works with students, teachers and the administration on sustainability and resource conservation. ASD contracts with Emirates Environmental Group (EEG) for on site recycling and works with clubs and organizations of ASD on various green initiatives.

2

cafeterias The 2013-2014 school year saw the successful completion of an initiative to identify and select a new ASD food services provider. A comprehensive food services review and RFP process led by Steve Jones, Director of Facilities and Operations and the ASD Nutrition Committee resulted in the selection of Right Bite, LLC. Right Bite’s services will include hot lunch and afternoon snack services in both cafeterias. In addition, Right Bite’s nutritionists worked to provide recommendations for the adoption of a benchmarking, labeling and ranking system to support healthy food choices. Lunch cafeterias now include attractive informational murals with helpful nutrition tips and a traffic light

2

internal wireless environment

system for food education. The nutrition committee was also responsible for the installation of the Juice Bar in the MS/HS cafeteria during the 2012-2013 school year.

ASD also completed work to identify and select a new student transportation provider to serve our community. A year long committee reviewed Dubai-area transportation companies to determine the most effective and efficient way to provide comprehensive transportation services to our school community. In June, ASD announced School Transport Services LLC (STS) as the new student transportation provider. STS is a well established Dubaiarea transportation provider that manages transport services for over 60,000 students and other passengers every day in the U.A.E. Their mission is to provide safe and reliable transport services to its customers at the highest levels of safety, quality, customer service and positive employee relations. STS offers a number of important service and safety features to clients as well as an on-site Operations Executive for the ASD campus.

25-meter pools

indoor and outdoor running tracks

5

five science labs

regulation soccer fields

2

libraries

3

six tennis courts

6

climbing wall

computer labs

art studios

Summer Works 2013-2014* Broadcasting Studio

Elementary school paint

Theater lights, microphones and receivers

Ventilation system upgrades

Field House rolling divider curtains

Office reconfigurations for new staff Outdoor table furniture

Elementary Gym modifications for assemblies MS/HS swimming pool repairs *and more.

Safety upgrades for classrooms

ASD Annual Report 2013-2014 | 23

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Patron of the Arts Program Opportunity to be Involved

ASD is grateful for the generosity of parents, alumni, friends and organizations who share a passion to support the creativity of our students through the arts.

Opportunities exist to be an annual ASD Patron of the Arts. Annual patrons receive recognition by name in season and performance brochures, websites and more.

What do gifts support?

Gifts and sponsorships augment enhancements to the arts program and student opportunities. Examples of gift impact: travel for guest artists, professional development for faculty, student and guest artist workshops, costumes, set design and other student production expenses.

Advancement

If you wish to become an ASD Patron of the Arts, please contact the Advancemen t Office projects for sponsorships and underwriting.to discuss

Julia Martinez

Director of Advancement jmartinez@asdubai.org

A special thank you to all the parent volunteers of C.A.S.T. who give unlimited hours towards the success of our students in the creative arts.

Volunteer with C.A.S.T. today!

Julia Martinez, Director of Advancement

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41ASD News emails published 1,520 Subscribers 60,284 ASD News emails opened 55.7% Average open rate 31,900 Total unique links opened 11,600 Total click rate average

24 | ASD Annual Report 2013-2014

the story of ASD “andTelling helping people find their place in it. �

Began in 2012, the Advancement Office provides strategic oversight to four core administrative functions of the American School of Dubai: Communications, Alumni Relations, Community Relations and Development.

Communications The Communications Office provides an array of services across campus, and works to ensure that school communications present a clear message on the most important goals and mission of the school. For the 2012-2013 and 2013-2014, the focus of work was to create clarity, consistency and coherence to the systems of internal and external communications. The weekly ASD News continued to develop and improve, adding content from all areas of the school each week to inform families of coming events and priorities. The ASD News is sent to all parents, faculty and staff every week during the school year.

The 2013-2014 school year also included the further development of both digital and print publications. New or revised publications include: New Parent and Student Orientation packet, the Arts Season brochure, the Middle School and High School Course Description Guides, High School Profile, MESAC tournament guides and the High School Handbook.

ASD continues to incorporate social media into the communications strategy with the goal of increasing engagement opportunities both within our community and beyond. ASD is on Facebook with both a school page and alumni page, Twitter (@ ASDDubaiNews), Pinterest, YouTube and LinkedIn (ASD alumni group). The communications office will continue to identify which tools will be most valuable to our community, alumni and friends.

Another undertaking of the Communications office was the commitment to redesign and revise the ASD public website.

Work began to evaluate all content, clarify audience, develop site architecture and adopt a content management system to increase functionality and effectiveness of the public site. Work continues in the 2014-2015 school year and will rely upon the support and assistance of many within the ASD community.

Social Media

3,224 fans ASD Facebook page https://www.facebook.com/ASDubai

221 tweets 15 following 48 followers

Alumni Relations ASD is working to connect, engage and encourage lifelong relationships with its alumni.

During the 2013-2014 school year, ASD embarked on its first formal alumni reunion taking place in November, 2013. A weekend of event opportunities were planned with the assistance of a core group of dedicated alumni volunteers. A casual social on campus, evening gathering at a local restaurant, brunch at the Al Qasr restaurant and a beach day for families rounded out the three day weekend. Alumni from as far away as Germany, New York, North Carolina, San Francisco, Cairo, Texas, Oslo, Abu Dhabi and more attended. In all 70 alumni participated over the weekend events.

In addition, the 2013-2014 school year included several other alumni engagement opportunities that are now embedded into the life of ASD. The 100 Days to Graduation and 100 Days In to High School are events to build an understanding that alumni relationships are for a lifetime; a Senior/Alumni panel allows recent graduates and seniors the opportunity to share advice on the college experience and the Return of the Falcons January social allows collegians the chance to connect with high school teachers and friends when home for the holidays. Alumni are also connecting via social media and the 2013-2014 school year saw the emergence of a LinkedIn, membership only alumni group and an alumni Facebook page. A program to consistently offer Dubai area networking and social events was also put into place.

@ASDubaiNews

1,189 subscribers 91,343 views ASD YouTube Channel http://www.youtube.com/user/ASDubaiFalcons

245 pins 141 followers ASD Pinterest http://www.pinterest.com/asdadvancement/

In addition to the events of 2013-2014, work continued internally to build the ASD alumni database. The task to identify where thousands of ASD alumni are located and what they are doing to impact the world around them is critical to developing the alumni program at ASD. Alumni Events 2013-2014 November 2013 - ASD Alumni Reunion - Dubai December 2013 - Senior/Alumni College Panel January 2014 - Return of the Falcons Social - Dubai March 2014 - Dubai area Alumni Social May 2014 - Alumni volunteer for Summit for Success May 2014 - Alumni attend ASD Gala, A Night of Shining Stars June 2014 - College Transition Workshops for Seniors - Dubai

ALUMNI

141 782 Fans of ASD Alumni Facebook Page

Member of ASD Alumni Group Linked in

“

�

Once a Falcon, Always a Falcon.

ASD Alumni Facebook page ASD LinkedIn Alumni Group (alumni members only)

ASD Annual Report 2013-2014 | 25

Giving 2013-2014 ASD has a treasured history, valued reputation and is one of only a few independent, not for profit schools in Dubai. The best independent schools in the world share qualities as a mission-centered focus, strong leadership, extraordinary programs, well-maintained and equipped facilities and a well-developed financial base. The ASD community of parents, students, faculty, staff, alumni, administration and friends are committed to creating a school community that will prepare our students to lead lives that reflect compassion, excellence, integrity, respect and responsibility and create a learning environment that daily challenges and inspires each student to achieve their dreams and to become a passionate learner prepared to adapt and contribute in a rapidly changing world.

To fulfill this mission, ASD offers opportunities to our community to support the school. The philanthropic spirit and generosity of those before us has enabled our students to enjoy and benefit from the programs, facilities and resources of ASD today. Through the continued and growing generosity of individuals and organizations, ASD can offer distinctive learning opportunities beyond what tuition can provide.

On May 5, 2014, over 430 members of the ASD community gathered at Atlantis, The Palm for an evening of grand entertainment and fundraising. The ASD Gala Dinner, A Night of Shining Stars was an outstanding success thanks to the generous support and participation of so many. The event resulted in over AED 340,000 in net proceeds to enhance, enrich and extend learning opportunities for the 2014-2015 school year. This year the funds were specifically designated for the construction of a state-of-the-art Broadcasting Studio that will impact hundreds of ASD students. The gala proceeds represent approximately 40% of the total construction and equipment costs. The studio will be completed and in use this fall, 2014.

Gala 2014 Sponsors to A Night of Shining Stars Gala Dinner Platinum Sponsor: Infiniti Event Sponsor: Atlantis The Palm Print Sponsor: The Card Co., DIFC Silver Sponsors: Marwan Al-Hamar and Viviana Lindado, Tim and Jane Elliott, Brent and Maggie Mutsch, Amer and Rasha Samhoun, Mahesh and Payal Shahdadpuri, General Electric, PepsiCo Bronze Sponsors: Anonymous, Anonymous, Mike and Stephanie Buck & Friends, Aroon and Nimrata Dalamal, Daryani and Jethwani Families, Paul and Rebecca Gyra & Friends, Faysal Hamza and Roula Halawi, Cliff and Kim Kelaita, Jim and Barbara Knight, Maawad and Garrison Families, Iyad and Lina Malas, Wassim and Paula Nasrallah, Kent and Barbara Cooper, Petersson Family - KP Confidencia Limited, Sidani Family & Friends, Sherif and Salwa Wahba, Michael and Eileen Wallis - WMC Services JLT, Al Shirawi FM, Cougar Drilling, Dunia Finance LLC, PepsiCo, SPJ Foundation, Zaki Design Group Other contributors to the American School of Dubai during the 2013-2014 school year: JohnEric and Christina Advento Dr. Zunaid Kazi and Tamara Black Larry and Michelle Kuhns Dr. Ronald Lalonde and Nicky Musclow Steve and Julia Martinez Daniel and Jennifer Mendes Jesse and Michelle Remington Debra and Merwyn Strate Saad and Angela Toma ASD makes every attempt to maintain accurate records of giving. Please report any error to the Advancement Office.

Thank you for your generous support to the American School of Dubai. ASD is honored to recognize individuals and organizations who contributed during the 2013-2014 year.

26 | ASD Annual Report 2013-2014

SAVE THE DATE: ASD Gala, May 1, 2015

Our Community ASD is fortunate to have a remarkable community of parents who volunteer their time and energy in support of the school.

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. Student clubs and service learning organizations have also benefitted greatly from parent involvement over the years. ASD is grateful to all parents for contributing their energy, enthusiasm, ideas, experience, time and talent in support of ASD. Parent Teacher Student Association (PTSA) Established in 2007, the PTSA plays a vital role in ongoing community building, reinforcing the partnership between home and school. Every parent or guardian and ASD personnel directly involved in student education are members; there are no annual fees. PTSA community events include new parent orientation activities, Halloween Trick or Treat Night, Wild Wadi Nights, Santa’s Workshop, Carnival and Staff Appreciation Week.

ASD benefitted from AED 284,407 in PTSA funds during the 2013-2014 school year, including AED 135,878 in education grants. PTSA also funded in part or full the JUMP! student leadership training program, ASD substance awareness week, visiting authors, guest speaker Michael Thompson and more.

Booster Club Founded in 1996, the ASD Booster Club is focused on providing support and promoting parent involvement to enhance ASD athletics. They conduct a number of activities to enrich the experience of student athletes for the Under 14, Junior Varsity and Varsity teams, coaches and the athletic department. The Booster Club organizes and hosts sports banquets to celebrate athletic team achievements, operates the spirit store and Falcon’s Nest concession stand on campus and recruits hundreds of parents to serve as team parents and volunteer at culminating athletic events including MESAC and ECC tournaments. The Booster club also established and funds the Booster Senior Scholarship, giving up to ten $1,000 scholarships to eligible senior student athletes in support of their post secondary education dreams. In addition, the Booster club generously granted the Athletic Department AED 40,000 during the 2013-2014 school year.

Creative Arts Support Team (C.A.S.T.) The Creative Arts Support Team (C.A.S.T.) is a group of dedicated, volunteer parents and friends who work to support the ASD Arts program in a number of important ways. By offering opportunities for parents and friends to become involved with all aspects of the Arts, C.A.S.T. further deepens the sense of community at ASD. From make-up, photography, publicity, costumes, ticket sales, baking, sewing, organizing and hosting events, to identifying special guests to enrich student learning, C.A.S.T. volunteers do it all. Raising funds through concession and flower sales, which also serves to

enhance school productions, C.A.S.T. contributed AED 17,572 toward expenses of the division musicals and the receptions and recognition events for all school divisions during the 20132014 school year.

Service learning and student leadership clubs make ASD what it is today. Thank you to all the parents, faculty, staff and friends who worked tirelessly during the 2013-2014 school year. Thank you!

Room to Read for changing the world locally and internationally through the power of education; Club GAIA for their tireless effort and focus on reducing, reusing, and recycling; Kids for Wish Kids for granting wishes to children with life-threatening medical conditions to enrich the human experience with hope, strength and joy; Seeds of Change for supporting a deeper understanding of natural systems and saving the planet one plant at a time; SEENAH for supporting underprivileged communities to become sustainable through economics, education, nutrition and health; Little Wings for giving children the hope of medical procedures they cannot afford.

ASD Annual Report 2013-2014 | 27

Special Memories

Favorite memories of JAS/American School of Dubai On a typical warm and humid Atlanta, Georgia weekend last summer, eighteen former faculty and staff members of ASD, formerly known as Jumeirah American School (JAS), gathered to reconnect and renew friendships.

Organized by Ginger Guthrie Norvell, teachers traveled from Oregon, California, Texas, Utah, Pennsylvania, North Carolina and Dubai to share memories of their time together at JAS. The dates of service of these teachers ranged from the mid-seventies to as recent as 2012; years of service from two to 24 years. ASD is grateful to each dedicated educator - and hundreds of others like them - for the legacy and impact of their work, now part of the rich history and engaging story of ASD.

Former Jumeirah American School (ASD) Teachers Reunite On a typical warm and humid Atlanta, Georgia weekend last summer, eighteen former faculty and staff members of ASD, formerly known as Jumeirah American School (JAS), gathered to reconnect and renew friendships. Organized by Ginger Guthrie Norvell, teachers traveled from Oregon, California, Texas, Utah, Pennsylvania, North Carolina and Dubai to share memories of their time together at JAS. The dates of service of these teachers ranged from the mid-seventies to as recent as 2012; years of service from two to 24 years. ASD is grateful to each dedicated educator - and hundreds of others like them for the legacy and impact of their work, now part of the rich history and engaging story of ASD.

“

Their favorite memories at JAS/American School of Dubai...

A favorite memory was the first-ever overnight in the library for grade 3 students for the Mark Twain birthday party. We had to cancel the overnight due to some political reason and only rescheduled it when the students were in grade 4.

The kids had a ball, but it wrecked me for a week.

”

Ginger Guthrie Norvell, Library, Pre-K-9 , 1980-1987

28 | ASD Annual Report 2013-2014

“

”

Falling off the stage at the Hyatt Christmas performance.

“

Charles (Chuck) Wills, ES and MS Band, 1981-1983

There were so many, but the most enjoyable were the fantastic Week Without Wall trips to South Africa and Oman.

”

Joel Melzack, Middle School, U.S.History, Geography, Math, 1975-1979; 1991-2012

Special Memories

A Student Reflects: Forever Changed

By Christopher Gyra ‘17

ASD high school student Christopher Gyra reflects on his Habitat for Humanity trip to the Republic of Malawi, Africa during Spring Break, 2014.

All schools are similar, but not identical.

They may have the same goal, to educate students, but schools differ in how they implement that goal. I am blessed to attend a school that not only cares about a student’s education, but also cares about preparing students for the future. At ASD, I am not only challenged to learn and understand world issues and perspectives, but given opportunities to contribute to a rapidly changing world.

This past spring break, I had the chance to travel to the Republic of Malawi, Africa with ASD’s Habitat for Humanity. Along with three other boys, ten girls and our adult advisors, the village of Salima became our home for a week. Inline with Habitat For Humanity’s core objective, we built two houses, quick starting two families with homes and enhancing the village

where they lived. The living and working conditions were eye-opening. Salima was a slum with no running water; many people had no permanent home to lay their head at night nor funds for a spare shirt. Young children stared at the quality and quantity of the food we ate, yet they smiled. This made my stomach churn. My mind would flashback to the luxuries of Dubai and it was hard to believe how we live in such excess when there is so much need in the world. It truly inspired me to make a difference in the lives of others by contributing my time, efforts, and talents to under privileged communities.

My work with underprivileged people was an experience I will not soon forget. I realized for the first time that I was, indeed, not in need. I am not the most important. There are people in this world who are actually on

the brink of death, even in my own backyard, Dubai. Playing with children and working with adults to stir mortar and lay bricks was an impactful and a humbling experience and has motivated me to continue my service work to impact communities worldwide.

I left Malawi with improved leadership skills, increased patience and care for others, and a better understanding of worldly cultures. My time in Malawi has inspired me to give back to the lives of others in underprivileged communities.

I am inspired to donate my time and efforts to benefiting laborers in Dubai who face poor conditions or treatment. Due to the opportunities ASD has granted me through working with Habitat for Humanity, I am forever changed and driven to make a positive impact on my surroundings and in the lives of others.

Christopher Gyra is a Grade 10 student at the American School of Dubai. Christopher has attended five schools, living with his family in Hong Kong, Massachusetts U.S.A. and the United Kingdom. He is a student athlete, active in student government, clubs, leadership, and the arts. His passion for service led him to apply and participate in Habitat for Humanity.

ASD Annual Report 2013-2014 | 29

Special Memories

An Alum Gives Back Leandro Yuassa ‘03 reflects on giving back It’s been 11 years since my graduation from the American School of Dubai, and I know my life would be very different if I was educated anyplace else. At ASD, I received a quality education and was provided the opportunities I needed to help shape my future. Thinking back, I took many of those years for granted, but as time passes I realize how thankful I should be. Some of my most valuable experiences are the friendships I formed through athletics.

My ASD friends have remained a part of my life and I will be forever grateful to ASD for creating such a magnificent platform where relationships can begin and grow.”

I had the privilege of attending the American School of Dubai from third grade, graduating in 2003. During that time I was on the JV Boys Soccer team, coached by Mr. Mark Needs, and it shaped me in so many ways.

Thirteen years after graduating and going to college, starting a business and relocating to Dubai, I returned to visit Mr. Needs to reconnect and reminisce about my past glory days as a former ASD student athlete.

To my surprise and after much laughter and memory sharing, he mentioned there was a vacant position as the JV Boys Assistant Coach. Within three days I found myself an ASD coach, with the opportunity to be part of something bigger than myself and give back to a community I valued.

30 | ASD Annual Report 2013-2014

My first season as Assistant Coach of the JV Boys Soccer Team was more than I could have imagined. I had the privilege to interact with a magnificent group of young gentlemen who wanted to be part of a family and represent ASD to the highest standards. The rewards of coaching was not a multimillion Dirham contract, nor fame or glory, but instead the friendships I had with these boys. As a former student athlete, I was able to provide guidance and concrete advice because I went through the exact experience they were going through. We finished a respectful second place in MESAC. Everyone was a champion in my book! The experience of that season became my reason to return the next.

The following year I was asked to become the head coach for the JV Girls. Initially, I was hesitant; there were reasons I wanted to remain the Assistant Coach of the JV Boys. I wanted to continue the development of the team and our relationships.

In addition, as a full time business owner, I wasn’t sure if I could give what was needed to be head coach. After accepting the position, I was soon to learn how wrong I was!

I could not have asked for a more fulfilling experience. From a group of individual student talent, we worked to become a family that supported each other on and off the field. The girls exceeded all my expectations and worked to execute team plans to perfection. Even as injuries interrupted the season, they were prepared to overcome any challenge. We laughed, joked, but when it came to work they gave their very best. We finished second in MESAC and an exciting first in the ECC finals which they had not won for five years! These 21 individuals made an instant impact on my life, and I will be forever grateful.

What I miss the most from my high school sport experiences aren’t the goals, trophies or even the love for the sport, but my teammates. As now a coach, I will remember for many years our friendships and experiences together as teams. It is a pleasure to offer support, guidance and share my experience as an ASD coach and I look forward to my involvements in years to come.

Leandro Yuassa is Managing Director and owner of Destination Lovers, a travel booking service for the discerning traveler. He and his brother, Alex Yuassa ‘04, returned to Dubai after pursuing higher education overseas. A Brazilian citizen, Leandro, along with his mother, father and brother, calls Dubai home after living here for 17 years. Leandro will return to the fields to be head coach for JV Boys Soccer in 2014-2015.

AMERICAN SCHOOL OF DUBAI

P.O. Box 71188, Dubai - UAE Tel: +971 4 395 0005 www.asdubai.org