Annual Report 2016-17

S I N G A P O R E

A M E R I C A N

REPORT 2016-17

S C H O O L

A World Leader in Education Cultivating Exceptional Thinkers Prepared for the Future

Contents Section 1 A VISION FOR LEARNING From the Board Chair From the Superintendent Strategic Vision Our Reputation

6 8 10 16

Section 2 AN EXEMPLARY AMERICAN EDUCATION Learning at SAS 20 Educational Technology 22 Elementary School 24 Middle School 26 High School 28 Senior Signoff 30 Summer Semester 32 Athletics and Activities 34 Assessing the Results 38 College Admissions 42 Student Services 46 SpeakerSeries@SAS 48 Academic Visitors-in-Residence 50 Section 3 AN INTERNATIONAL PERSPECTIVE World Language Interim Semester Classroom Without Walls Service Learning

56 58 60 62

Section 4 THE SAS FAMILY Our Students Our Faculty and Staff Our Parent Volunteers Our Alumni

66 68 72 74

Section 5 SYSTEMS THAT SUPPORT LEARNING

Our Facilities Our Finances Our Philanthropy

78 80 82

Lea r o f

t Sec

ion

1

ion Vis

A

arning

We live in a rapidly changing world, where more will be asked of our students than ever before. Singapore American School has the opportunity to work with young people who will become leaders across international borders and professional domains. We are at an exciting turning point in history, as we are preparing students for careers that have not yet been invented, and that we cannot easily imagine. This will require a special kind of imagination and courage, both on our part and on the part of our students and their families. Singapore American School is leading the way toward a more personalized and competency-based program with exciting new pathways for students, ones that nurture their agency while urging them to become creative, thoughtful, adaptive learners, who will be able to tackle some of the world’s most pressing issues.

Antonia Rudenstine, Ed.D. Director, reDesign

2016-17 School Board

Anita Tan-Langlois

Tamera Fillinger

Ehab Abou-Oaf

Laura Entwistle

Tina King

Kevin Meehan

Ilian Mihov

Samba Natarajan

Catherine Poyen Zemans

Cynthia Sung

Astrid Tuminez

Arpana Vidyarthi

chair

REPORT 2016-17

Vice-Chair

From The

Board hair Over the past several years, Singapore American School has been on an extraordinary journey of change. The school is deeply committed to preparing our students to successfully meet the challenges and opportunities of an everevolving landscape. Our student-centered focus is consistently reflected in our vision, institutional commitments, desired student learning outcomes, strategic anchors, and ultimately the strategic plan and its new programs and opportunities for students.

Each year, the annual report provides an opportunity to pause and reflect on our work so that we can assess our programs and practices, and continue the long tradition of excellence in the education we offer SAS families.

We are proud of the accomplishments of our school and our students, and are honored to be able to continue more than six decades of strong parent volunteerism and a distinct culture of giving back to the school community.

The board at SAS is a strategic one, and our primary role is to support the superintendent, help chart the strategic direction of the school, and ensure its long-term financial health. We seek to ensure the school offers one of the best educational experiences in the world for students now and long into the future.

As the school seeks to continuously improve upon its programs and practices, we as a board strive to do the same. Over the last two years, we engaged outside consulting support, looked at the governance structures of dozens of other schools, and sought valuable community input. At the end of the 2016-17 school year, through the work of the governance committee, the board recommended

that we transition to a hybrid system of selection, where one third of the board will be appointed, complementing the two-thirds of the board that will remain elected. We believe that this structure will allow for greater stability and expertise to support SAS today and in the future.

The board is comprised of 12 members, all of whom are currently SAS parents. We seek to maintain an important balance of skills, experience, and backgrounds to enrich board conversations and decision making. I am pleased to announce that at the end of the 2016-17 school year, Ehab Abou-Oaf was elected by our board to succeed me as chair. I look forward to continuing to serve the work ahead as a board member.

Mr. Abou-Oaf brings valuable skills and experience to the board and SAS, having previously served on the board of International School of Beijing from 2009 to 2014, including as board chair from 2012 to 2014. He joined the SAS board in 2016, and has served on the SAS branding task force, the governance committee, and as co-chair of the hybrid board task force.

We have much to celebrate and to look forward to in the future as we continue to provide each student an exemplary American educational experience with an international perspective. Thank you for partnering with us and helping make this remarkable community such a special place.

Anita Tan-Langlois

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2016-17 Administration Team

Dr. Chip Kimball

Jennifer Sparrow

SUPERINTENDENT

DEPUTY SUPERINTENDENT

Jon Hansen

Sarah Morris

William Scarborough

Treena Casey

Jason Cone

Chief of Staff

CHIEF ADVANCEMENT OFFICER

CHIEF FINANCE OFFICER

EXECUTIVE DIRECTOR OF PROFESSIONAL LEARNING

Executive Director of Information Technology

Steve Meade

Dr. Tim Stuart

Cindy Watters

Kyle Aldous

Russell Cooke

EXECUTIVE DIRECTOR OF CURRICULUM AND ASSESSMENT

Executive director of strategic programs

EXECUTIVE DIRECTOR OF SUPPORT SERVICES

DIRECTOR OF COMMUNICATIONS

DIRECTOR OF HUMAN RESOURCES

Sally Lean

DIRECTOR OF WORLD LANGUAGES

Vanessa Spier

Mona Stuart

Anthony Wong

Dr. Darin Fahrney

DIRECTOR OF STRATEGIC COMMUNICATIONS

DIRECTOR OF ADMISSIONS

DIRECTOR OF FACILITIES AND SERVICES

HIGH SCHOOL PRINCIPAL

Stephen Ly

Doug Neihart

Lauren Mehrbach

Chris Raymaakers

Chris Beingessner

HIGH SCHOOL DEPUTY PRINCIPAL

HIGH SCHOOL DEPUTY PRINCIPAL

MIDDLE SCHOOL PRINCIPAL

MIDDLE SCHOOL DEPUTY PRINCIPAL

MIDDLE SCHOOL DEPUTY PRINCIPAL

Ken Schunk

Amanda Wood

Susan Shaw

Jo McIlroy

David Hoss

ELEMENTARY SCHOOL PRINCIPAL

ELEMENTARY SCHOOL DEPUTY ELEMENTARY SCHOOL DEPUTY ELEMENTARY SCHOOL DEPUTY ELEMENTARY SCHOOL DEPUTY PRINCIPAL K - 1 PRINCIPAL 2 - 3 PRINCIPAL 4 - 5 PRINCIPAL ELC

REPORT 2016-17

From the

uperintendent

Great organizations are constantly finding ways to improve. Even more dramatically, there are times when we will need to make a “pivot”—or a change in direction—to remain relevant and successful. Singapore American School decided to make a pivot in 2012 and has been making positive changes ever since. A traditional, highly successful school for decades, we embarked upon deep research and development in every division to determine programs for our students where they will best learn and be prepared to thrive in a competitive and uncertain future. Our resulting strategic plan is ambitious and represents the top global thinking on how to provide deep and meaningful learning for every student, in every classroom, every day, and ultimately to prepare students for the future.

As we do this work it is important to pause and reflect, sharing with our community our learning and achievements along the way. Publishing the annual report is one opportunity to focus on a wide variety of key success indicators, from test scores to glimpses into how our students exemplify our desired student learning outcomes.

This report reflects the work we do and the learning we value at SAS, but cannot fully capture the extent of student learning taking place every day and the vibrant life and spirit on our campus.

As we have taken on an ambitious agenda to make SAS one of the best schools in the world, other schools have asked what we’ve learned and how it is impacting what we are doing today.

Singapore American School alumnus Mike Rogers (Class of 2000) partnered with us to record the change process, and released a documentary in the fall of the 2016-17 school year. Changing Education From the Inside Out follows SAS faculty

and global thought leaders as they share the critical importance of changing education for the current generation of learners, and highlights the challenges of taking an already successful school through the change process.

We hoped the film would serve as a catalyst for meaningful conversations about learning and leading change, but it turned out to be so much more. The 20+ public screenings in Singapore and the US received a rousing positive response and not only told our story, but also solidified our position as a thought leader in education.

The film is now available for public viewing at www.sasdocumentary.com.

The SAS story is rich with meaning and continues to evolve. As we look at the opportunities our students have for deep learning, service, athletics and activities, and connecting to the world around them, I am so impressed with what they achieve. We have emerging artists, scientists, sociologists, and engineers all showing their talent and passion in productive ways. Most of all, I am impressed by the character of our students, demonstrating sensitivity and compassion in ways that truly make a difference.

We are grateful for the trust you place in our faculty and staff to care for your children. Our journey is richer because of your partnership.

The future—however rapidly changing it may be—is incredibly bright for the students here at Singapore American School. I consider it a privilege to serve the SAS community, and it is my pleasure to offer you our annual report.

Dr. Chip Kimball

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Strategic

Visio

The world is changing and schools are required to be agile and flexible to meet the personalized learning needs of every child. With a long-standing legacy of success, the journey of reinvention at SAS continues to be deliberate and challenging, but ever so critical in order to ensure that students are engaged, learn at high levels, and are future ready.

Five years ago, our entire community came together to craft a new vision that would not only provide invaluable inspiration, but become words we would grow to truly live by. We reaffirmed our mission and set out to research how we could incorporate innovative teaching and learning into our established context. Next, we dedicated time for our leadership team to construct how we will succeed at what we do.

This exercise resulted in our strategic anchors—a culture of excellence, a culture of extraordinary care, and a culture of possibilities. These would later become the core components of our strategic plan and serve as a lens for everything we do at the school, as well as a differentiator in the market.

Out of the recommendations from our multi-year research and development process, our curriculum reviews, and deep work in teacher professional learning communities, the SAS team collaborated closely with faculty to craft these into a new strategic plan. The plan focuses on five priorities, containing the highest priority recommendations: professional learning communities, a standards-based approach, high-impact instructional practices, pastoral care, and systems that support learning.

Other core guiding principles we consider in our strategic direction include our institutional commitments, which outline the expectations of our employees, our desired student learning outcomes, which are the targets students will achieve as a result of being at SAS, and our core values, which are the values we deliberately instill in our students through our curriculum.

We realized early on that the change process will never truly be finished. As we transform our organization, we’ve continued to look ahead to plan the next steps in realizing our vision and have increasingly personalized learning for students in meaningful ways.

REPORT 2016-17

Why do we exist?

This is the underlying reason for being, or our core purpose.

Vision

A World Leader in Education Cultivating Exceptional Thinkers Prepared for the Future What do we do?

This is what we do on a daily basis.

Mission

Singapore American School is committed to providing each student an exemplary American educational experience with an international perspective.

Excellence Every student learns at high levels

et

y-based pro gr e

Communication

Creativity

th

w

ay

CULTURAL COMPETENCE

a

Flexible s ~ l

ea r

i

p

ng

CRITICAL THINKiNG

CHARACTER

Every student personalizes their learning

itie s

roments ~

vi en

COLLABORATION

Customize d s ~

CONTENT KNOWLEDGE

ibil

C

N

n

na

Po

ss

r

yC

on

E x t r a o r di

Every student is known and advocated for

s si

om

p

c en

are How will we succeed?

These are the core components of our SAS 2020 strategic plan.

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What is most important, right now?

This plan provided the focus for our collective work in 2016-17.

2020 STRATEGIC PLAN A world leader in education Cultivating exceptional thinkers Prepared for the future

PERSONALIzEd LEARNING Professional Learning Communities

StandardsBased Approach

High Impact Instructional Practices

Pastoral Care

PLCs focus on learning.

Assessments target essential learning outcomes at macro (unit) and micro (learning progression) levels.

High impact practices are used to explicitly teach the DSLOs.

A culture of extraordinary care that supports students exists.

PLCs are committed to continuous improvement by collectively focusing on results.

Evidence of student learning is gathered for each DSLO.

Students regularly engage in inquiry to deepen learning.

Social-emotional programs exist to help students develop social and emotional wellness.

PLCs collectively answer the four PLC questions and apply those answers to their individual contexts.

Assessments are valid, reliable, and fair.

Students engage in experiential learning opportunities, including service learning.

Advisory programs exist to ensure every student is known, connected, and cared for.

Structures exist and are utilized to support intervention and extension.

Evaluation (grading) and reporting of student learning are standards-based.

Practices and programs allow for personalization of learning.

Students are supported through major transitions (new to SAS, exiting SAS, between divisions).

Structures exist and are utilized to support effective PLC collaboration.

Structures exist and are utilized to support a standards-based approach.

Structures exist and are utilized to support high impact instructional practices.

Structures exist and are utilized to support pastoral care.

Systems Supporting Learning With service excellence as a lens, PS-12 departments collaborate to create and improve effective and integrated school wide systems to ensure adults have the capacity to support students and learning.

REPORT 2016-17

high impact instruction

Professional learning communities

institutional commitments

Common, guaranteed viable curriculum

Great Teaching Every Student, Every Day Healthy organizational culture

What performance do we expect of our employees?

Evidence of Learning

Integration of Technology

These are the contractual obligations for every educational employee.

INSTITUTIONAL COMMITMENTS 13

CHARACTER

Character engages both the heart and mind, how one experiences and expresses self with others, and ultimately helps to improve the world around them. Components of character, outlined in the SAS core values, are compassion, honesty, fairness, responsibility, and respect.

COLLABORATION

Collaboration encourages students to work effectively and respectfully with diverse teams, assume shared responsibility for collaborative work, and exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal.

COMMUNICATION

Communication requires students to use effective interpersonal skills during conversations to build positive relationships and promote collaborative learning. It also requires students to deliver effective oral, written, and media presentations to diverse audiences.

What performance do we expect of our students?

CONTENT KNOWLEDGE

CREATIVITY

Creativity and innovation frees students to explore idea generation, design, and refinement. Creativity encourages students to find fresh solutions to common problems. Creativity asks students to meet unexpected problems with unexpected responses.

CRITICAL THINKING

Critical thinking requires students to collect, assess, and analyze relevant information, reason effectively, use systems thinking, make sound judgments and decisions, identify, define, and solve authentic problems and essential questions, and reflect critically.

CULTURAL COMPETENCE

DSLOS

Content knowledge provides students with the fundamental knowledge and skills necessary to succeed in college, career, and life. This builds a strong foundation from which graduates can learn, organize, evaluate, apply, and create new information.

These desired student learning outcomes are the targets we hope students achieve as a result of being at SAS.

Cultural competence requires the ability to interact effectively with people of different cultures and socioeconomic backgrounds. Students gain an awareness of their own cultural worldview, cross-cultural skills, and a positive attitude toward cultural differences.

REPORT 2016-17

C O R E These are the core values we deliberately instill in our students through programs and practices. Adults are also expected to exhibit these values.

V A L U E S

How do we expect students to behave?

COMPASSION

FAIRNESS

HONESTY

RESPECT

RESPONSIBILITY

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Our

Reputa ion

Singapore American School was born in 1956 from a philanthropic spirit. Parents, community members, friends, and businesses in Singapore pooled their time, energy, and resources to establish a school that would provide students an exemplary American education. When we opened our doors with just 105 students, our first classes were held in a large colonial-style bungalow. A garage was the science lab, the servants’ quarters were used for music and preschool, and assemblies were held in the dining room. Sixty years later we have grown through three campuses, and now sitting on 36 acres of beautiful land, our Woodlands campus is one of the largest single-campus international schools in the world.

Each year we add another chapter to a legacy of innovation, success, and forward-thinking education. Our students consistently outperform their US peers on standardized tests like MAP, SAT, ACT, and Advanced Placement. Our athletes have collected over 200 team gold medals in the regional Interscholastic Association of Southeast Asian Schools (IASAS). We have an impressive sevenyear average tenure for our teachers and each year are privileged to have large pools of highly qualified applicants to select from.

In recent years our work has begun to garner attention from educational thought leaders such as Harvard’s expert-in-residence, Tony Wagner, who said that Singapore American School is “more committed to educational R&D and systemic innovation than any school I know.”

Students who leave SAS remember the school fondly and are filled with gratitude for the impact of dedicated teachers, supportive peers, and experiences that ultimately shaped their lives.

REPORT 2016-17

PARENT SURVEY 0

5

4.2 4.0 4.1 4.3 4.3 4.0

I feel welcome at my child’s school The school expects quality work of its students The school has an excellent learning environment School facilities are world-class I respect the school’s teachers The school succeeds at preparing children for their future

2016 NET PROMOTER SCORE

50%

15% detractors

Promoters

Discards (7 or 8) 35%

Measures are in the 30-40% range 35 Typical

NET PROMOTER SCORE AT TIME OF WITHDRAWAL SCALE OF 10

How likely is that you would recommend our school to a friend or colleague?

Extremely likely

10

9 Promoter

Not likely

8

7 Discards

6

5

4

3

2

1

0

Detractors

17

n2 Sec

tio

Y R A L EMP

X E N A

E M A

E N D A U C I R C

ATI

ON

Singapore American School has challenged my children to explore different ways of learning, some conventional and some more progressive, but always focused on deep thinking rather than simply answering test questions correctly. It has also challenged us, as parents, to think outside the box and understand the necessity of a modern, forward-thinking education.

Georgina Bach, Parent

earning at

SAS

CHARACTER

COLLABORATION

COMMUNICATION

One of the things the Quest program does really well is build a community of learners as they pursue their interests through projects.

As students network with corporate partners and community organizations and collaborate with each other, they come across multiple character-building opportunities. Respect, integrity, and compassion for others form the basis of relationships they forge as part of the learning process.

Both Advanced Topic Seminar courses and the Catalyst program give students a taste of what college and professional life will be like, including increased academic independence, interesting and challenging subject matter, and close collaboration with peers.

The math explorations environment is inquiry based.

We teach children how to pose questions, and how to make comments when they’re given a math provocation, leading them to their own inquiry experience and deeper understanding of mathematical concepts. They consider questions like, “What does it mean? Is it right? Why are the numbers arranged like this? What would it be like if I changed the prompt?”

Students learn more about themselves and about their peers when they are exposed to challenging situations.

During a two-week backpacking trip to Mongolia, a student who had already reached the mountain summit came back down to help another student with her backpack. Many find that the Quest experience forces them out of their comfort zone, pushing them to go further to find new strength and develop new skills.

Katie Walthall High School Quest Teacher

Tackling a range of global topics from palm oil production to euthanasia, students experience focused collaboration with each other, teachers, and mentors as they work together on semester-long projects, exploring different perspectives. The collaboration begins with choosing a topic and extends to supporting each other through peer revisions, sharing ideas, and troubleshooting to help achieve a common goal. Collaboration with teachers and mentors gives students greater meaning and insight, coupled with knowledge, skills, and experiences through real-world opportunities.

Bob Helmer High School Catalyst Teacher

It is important that while we expose them to the inquiry process, we also teach students the skills that they’re going to need to communicate in that process. There’s also a lot of idea sharing where students discuss different ways to solve problems, learning strategies and shortcuts, while making their experience more efficient.

Jill Carpenter Elementary Math Teacher

CONTENT KNOWLEDGE The early learning center curriculum includes daily Chinese language classes, literacy, mathematics, science, social studies, music, and perceptual motor skills development. It was great to see one particular student who speaks Mandarin at home and English at school grow through the year. She went from being non-verbal to speaking full sentences.

The language she used during explorations showcased a rich vocabulary and she was able to confidently share her learning with others. I would consistently find her at the math investigation table making writing cards and messages. Taking agency and advocacy to a new level, she even created a poster warning students against palm oil products because they hurt the orangutans.

Peggy Mason Pre-kindergarten Teacher

CREATIVITY

CRITICAL THINKING

CULTURAL COMPETENCE

As I was prepping creation stations for my first kindergarten class at The Loft, a colleague saw me pull out the popsicle airplane engineering station.

He asked if I was sure I wanted to use that station with five-year-olds. It seemed ambitious but I decided to see what they could build by simply looking at an image of a biplane.

Advanced Placement Capstone allows students to discover new areas of academic studies that would not be traditionally offered in schools. Students must problem solve to construct arguments and reflect on failures to succeed.

Learning a new language is like stepping into a parallel universe, one with a different set of values, customs, traditions, and idioms. Every time a student walks into one of our language classrooms, they leave behind their own points of reference and step into a whole new set of cultural competencies. While this is unsettling for students, it’s our role as language teachers to expand their worldview from the novice lesson on greeting a new person to our intermediate and high lessons on solving an unexpected problem. Coupled with our rotating thematic units, students are exposed to multiple perspectives as we discover the different cultural norms in the French-speaking world or the different ways people communicate and address each other in Spain and Latin America. In essence, we teach cultural competency in order for students to understand, accept, and value the similarities and differences among us.

I was shocked at how quickly three boys took to this station, investigating the materials and seeing how they could design a biplane. While two of the boys felt they had accomplished their goal and engaged in dramatic play with their newly created biplane, the third student continued to study the image and went on to use his imagination and creative thinking to create his very own biplane model with only the materials that were available and from a simple diagram.

Kelli Buxton Elementary Educational Technology Coach

Students have chosen topics ranging from studying how capillary glucose levels affect intracerebral hemorrhage patient recovery, to the Cinderella Complex and its impact on male high school students at SAS. This class makes students uncomfortable because it is unchartered territory for many of them. Students can no longer fill out the checkbox and do well; they now have to interpret and analyze current literature and produce something that never has been studied before.

Students who have come back from university claim to be far ahead of their peers thanks to Capstone.

Jason Adkison High School AP Capstone Teacher

Omar Rachid Middle School Language Teacher

Educat onal Technology

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Google Certified Teachers

10

Apple Distinguished Educators

4,000

Google Apps for Education Accounts

2,000+

student blogs

Technology is integrated pervasively across our curriculum at SAS. As you walk the halls and peek into classrooms you will find 3D printers, iPads loaded with a variety of apps, desktops, laptops, Wacom tablets, and more. But the presence of technology only presents possibility. Look closer and you will find that our students use these tools to elevate their learning, tackle difficult projects, and dive deeper into their content than ever before possible.

Elementary Hour of Code began as a one-hour introduction to computer science, designed to demystify the process of coding and showing that anyone can learn the basics. Through funding from the SAS Foundation, in 2016-17 our kindergarten students put this challenge to the test. Using the Osmo coding app and kit, students used physical coding blocks to control Awbie, a strawberry-loving character. As a bonus, students were able to discover the connection between coding and robotics as they worked with the Dash Wonder robot. Using simple coding processes the students moved their robot in various directions, changed its colors, adjusted lighting, and selected sounds for the robot to make.

Middle School Eighth grade students in Wendy Windust’s reading and language arts classes deepened their own learning and the learning of younger students as they created interactive books for fifth graders. During their narrative non-fiction unit, they researched topics they found compelling. Knowing that every fifth grade student has an iPad, the eighth graders used Apple’s iBook publishing platform and wrote their own books, engaging their fifth grade peers in the topics they selected. The interactive books contained photos, videos, mini quizzes, and glossaries to help the fifth grade students better understand the topics.

High School Google Expeditions have gone beyond the “streetview” world and expanded into internal spaces like the human body. Using the expedition created an ideal learning platform for students to develop their own “model” or understanding of a complex 3D structure like the heart. Virtual reality allowed students to appreciate a sense of geography and scale. One student commented, “being inside the heart felt like being in a giant red building with secret tunnels and doors leading into and out of it.”

REPORT 2016-17

SAS has once again received recognition as one of the most transformative learning communities in the world.

The story shared in the Apple Distinguished School (ADS) multitouch book was absolutely phenomenal and knocked the Education Recognition Program Teams here in APAC as well as in the US off their feet. I know how much time and effort has gone into the research and development driving some of the major initiatives at SAS—personalized and professional learning, innovation and learning space design, and of course the ongoing commitment to and investment in Apple technology, which is embedded into so many of the learning opportunities.

The design of the iBook encapsulates the innovation and inspiration for which SAS is widely known and I have no doubt it will be one of most popular and discussed stories across the ADS community.

Jane Harris, MSc Education Development, Apple South Asia

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Professional Learning Communities

Reggio Emilia Rollout CompletE

Chinese Immersion

Every elementary school teacher is engaged in high-quality, collaborative work focused on improving learning for all students.

They attended Columbia Teachers’ College workshops and learned from other professional development leaders, setting annual team goals. Growth and success stories were shared with their peers in May.

The pre-kindergarten space was renovated to match the hub concept that begun in the preschool. The entire early learning center now operates on a Reggio Emiliainspired model. The learning environment fosters curiosity and exploration guided by purposeful learning, encouraging students to ask questions, investigate, and learn about things that genuinely matter to them.

The Chinese immersion program was approved for the 2017-18 school year. Two teachers, scheduled to teach the new program, spent the year in kindergarten classes, observing, studying, and collaborating to build a curriculum aligned with the kindergarten curriculum to ensure a consistent student experience.

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Responsive Classroom A team of teacher leaders from all grade levels and subject areas took part in Responsive Classroom training which is focused on building classroom communities of high quality social and academic learning. This training will be expanded to all classroom teachers in 2017-18.

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Kindergarten Hub Kindergarten hubs were approved for the 2017-18 school year. One of several projects, they provide a physical learning environment that will enable teachers the flexibility and capability to provide their students deeper and more personalized learning opportunities.

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Elementary School

All three of our children attend SAS. The early learning center is an incredible place. The teachers are energetic, caring, thoughtful, and fun. The kids are encouraged to use their imagination and learn through inquiry. We are amazed with the projects they have worked on, including constructing a city and designing and sewing dresses. The facilities are beautiful—set up perfectly for children to explore and learn. The teachers also provide many opportunities for the parents to spend time in the classroom, as mystery readers, to work on special projects, and of course for class celebrations. Our kids are excited to go to school every day and they love to share their stories when they get home each night.

Nicole Krause, Parent

Festival of Reading

Lego League

Global Math Olympians

New York Times best selling author Todd Parr headlined this year’s Festival of Reading. The festival featured high school students reading to elementary students, faculty narrating fun stories, and authors and illustrators working in classrooms with students from preschool to fifth grade.

A fifth grade SAS team placed second out of 200 teams at the FIRST LEGO League Robotics competition after 75100 hours of practice over five months.

Looking into the issues surrounding elephant poaching and its danger to the elephant population, they proposed creation of warning sensors that would be triggered when poachers were in the vicinity, warning elephants of danger without alerting the poachers.

Fifty-three students in fifth grade and 10 students in fourth grade were among the nearly 150,000 students worldwide to participate in the Math Olympiad program. Eleven SAS students placed in the top 2 percent of all competitors and were honored with the gold pin award.

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Odyssey of the Mind A first-year team of seven fourth and fifth graders placed eighth in the division one Odyssey of the Mind World Finals at Michigan State University. The team represented both Singapore American School and Singapore at the event.

They constructed a balsa wood structure capable of supporting 685 pounds.

Learning Space Award Winner Kelli Rae Buxton won the 2017 Outstanding Learning Space Designer Award, which recognizes an educator who has created an innovative physical learning environment, for her implementation of creation stations in the elementary school.

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Middle School

SAS teachers and staff have taught me many life lessons from cultural knowledge to leadership responsibilities through the many programs available. Having been an Eagle for almost seven years I have seen passion for community, learning, and other life skills that involve deeper thinking and hard work.

Olivia M., Eighth Grade

Tri Time Launch

Sixth Grade Debate Team Shines

International Music Festival Host

After several years of research and preparation, Tri Time was launched to provide each middle school student the opportunity to pursue a project of personal interest.

Students were offered 30-65 minutes a day for four weeks to hone their creativity, critical thinking, collaboration, and communication skills reinforcing a growth mindset approach to their work.

A team of sixth grade debate students entered the Raffles Institution Inter-Primary School Debate Tournament for the first time in school history. Kevin H. and Gaurav G. were named the best speakers for their respective rounds.

The middle school hosted the Association for Music in International Schools (AMIS) Honors Orchestra Festival. Two hundred of the finest middle school band and orchestra students came together for three days of incredible collaboration and performance. This was the first pairing of these two ensembles, with the inaugural Symphonic Orchestra performance as the goal.

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National History Day Success Eleven middle school teams comprised of 22 students participated in the National History Day Finals held in Maryland. Three teams made it to the finals of the competition, the most in SAS history. Projects ranged from a documentary on JapaneseAmerican women to a paper on Filipina resistance against Japanese occupation, and even an exhibit on the Stonewall riots.

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House Launch The middle school launched the house system for students to connect with each other from different sides, grades, and even divisions. The house system was launched to help make our big school feel small and to unite students in fun, competitive activities. Every student was assigned to one of three houses: Andor, Ethon, or Aquila.

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Sixth Grade Learning Space

Curriculum DEVELOPMENT

Power Standards Finalized

A new learning space was approved for sixth grade A-side beginning in the 2017-18 school year. The sixth grade hub will provide a learning environment that more easily enables a more inquirybased approach to education, flexible grouping and time, collaboration, and interdisciplinary studies.

The middle school science and social studies departments made great strides towards the adoption of both the Next Generation Science Standards and the C3 social studies curriculum. These curricula place a strong emphasis on the inquiry process, encouraging students to move beyond answering questions in textbooks to looking for answers to modern day issues.

Every department finalized power standards to guide and prioritize student learning.

These standards create a consistent student learning and evaluation experience across departments, grade levels, and divisions.

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EARCOS Speakers The East Asia Regional Council of Schools (EARCOS) is an organization of 158 member schools in East Asia. Five SAS teachers and counselors were invited to present at the 15th annual EARCOS Teacher’s Conference and SAS hosted the EARCOS middle school leadership conference.

World Language Week Peer Counsel students helped organize and run World Language Week, which helped students celebrate their peers from cultures around the world through food, language, traditional games, and special cultural activities.

9 10

Space Station Experiment Launch

House Launch The high school launched the house system to help make our big school feel small and to unite students in fun, competitive activities. Every high school student was assigned to one of three houses: Andor, Ethon, or Aquila.

1

With funding from the SAS Foundation, six high school students built and sent Singapore’s first experiment into space to be tested on the International Space Station It took a year of meticulous planning, collaboration, and research to set up an experiment to study the effects of microgravity on mutations in bacteria.

2

Advanced Topic Launch SAS launched five Advanced Topic (AT) courses—Writing Seminar, Chinese Language History, Performing Arts, Kinesiology, and Tropical Ecology— which explore subjects not covered elsewhere at SAS, giving students more avenues to engage in demanding academic experiences relevant to possible career opportunities. Resting on the SAS strategic anchors of excellence, extraordinary care, and possibilities, the AT courses are designed to advance each of our seven DSLOs.

3

Inaugural IASAS Baseball and Fastpitch Softball SAS hosted the long-awaited IASAS debut of baseball and fastpitch softball.

The Eagles made waves at the inaugural championships, with both boys and girls teams clinching gold medals. Backed by incredible spectator support, the event made history.

4

HIGH School

My high school experience at SAS has been nothing short of amazing.

While most high school students feel as if they are too young to make a difference or to do something memorable, SAS takes you on a journey of self-discovery by teaching you life skills that you learn to apply to everything you do. Through the Catalyst and Independent Study program, I was able to pursue my passions of nutrition, athletics and education through writing a cookbook, working with the SAS nutrition team and shadowing teachers in different classes. These four years have taught me that as long as I am surrounded by people who support me, want to make a difference, and have a passion, I can do anything I set my mind to.

Aime Fukada, Twelfth Grade

Quest Launch The high school launched the first year of a new program for seniors called Quest.

Tight on skills and flexible on content, the program is designed to develop real-world competencies, skills and connections through corporate partnerships, community outreach, projects, and off-campus experiences.

5

College Acceptance

StudentPublished Book

Debate Banner Year

One-hundred percent of graduating seniors were accepted to college or enrolled in National Service.

Thirty percent of our graduates finished high school with a 4.0 GPA or higher.

Ninety-two percent of the graduating class completed at least one Advanced Placement exam during high school.

Advanced Topic Writing Seminar students wrote, published, and marketed their own book, Beneath the Lion City: Irreal Stories of Singapore. An anthology of 26 short stories, the book explores magic realism as a genre through the course. AT Writing Seminar is an intensive, year-long, studentdriven inquiry into the discipline of creative writing and publication.

The debate team completed their most successful year in history capturing the gold during IASAS and third place at the 52-team Oldham Cup while being named the Best Performing International School.

7

8

6

CyberPatriot Success In its first year of competition our SAS team made it to the highest round of the international competition CyberPatriot. The competition puts teams of high school and middle school students in the position of newly hired IT professionals tasked with managing the network of a small company.

Apple Education Leadership Camp Five high school students were selected to participate in the Apple Education Leadership Camp.

An international platform where educational leaders come together to learn about innovative teaching and learning, the camp was an invaluable opportunity for our students to meet education leaders, share learning experiences, and gain new perspectives.

9 10

Senior

Signof My years at SAS taught me that anything is possible.

Without the SAS pioneering spirit, I may not have even imagined starting a literary magazine to support other teen writers, researching a contemporary film through the AP Capstone program, or becoming a high school teaching assistant.

But every day, passionate teachers encouraged me to explore passions of my own, classes challenged me to expand my thinking, and friends inspired me, through their own examples, to persevere in pursuing what I loved.

This fall, I hope to carry the SAS pioneering spirit with me as I start my undergraduate life at New York University Abu Dhabi, a university committed to advancing intercultural understanding and global citizenship. I look forward to adding to the lessons I’ve learned from SAS on collaboration and cultural competence as I live and study with peers from around the world. I know I won’t be 100 percent ready for all of the changes, but my SAS experience has empowered me to embrace the challenges.

I’m immensely grateful to have grown up as an Eagle. From the bottom of my heart, thank you, SAS, for teaching us that the sky is the limit.

Jamie Uy Class of 2017

REPORT 2016-17

31

REPORT 2016-17

Sum er Semester

The demand for our Summer Semester program continued to grow this past year. We celebrated our third year of Summer Semester by adding a third session called Jumpstart. Tailored to the needs of incoming students, Jumpstart offered students a chance to get settled and familiar with our campus and develop friendships before the first day of school.

Partners

Summer Semester Sessions One and Two

We partnered with universities and professional organizations to offer students unparalleled learning opportunities.

autographs from Chelsea Football Club players

students

19

2016

350 students

2015

238 students

Summer Semester Jumpstart

127

students

34

2017

436

2017

Fun Stats

startup businesses created

5

amazing field trips We highly recommend Jumpstart to any new family, as a positive and confidence-building investment in your child’s future at SAS. Jumpstart utilizes a rich and personalized curriculum designed to be fun for kids. Equally important, our son met other new students, got to know and trust SAS teachers and staff, and practiced navigating the bus and campus. We knew we made the right decision on the first day of school, when our son confidently walked on campus and was greeted with “high fives” from new friends and hugs from Jumpstart teachers.

Kathy and David Bailey, Parents

33

Athlet cs Activit es

and

Community Sports and Activities (CSA) provides co-curricular activities that support and enhance the school’s programs from elementary to high school. In 2016-17, CSA and the elementary athletics and activities programs aligned their calendars, registration dates, and programming as best as possible to support the Eagle Pathway athletic development model. The pathway model allows students to begin exploring their interests in elementary school. As students find sports they enjoy, CSA offers programs that allow students to pursue more rigorous competition and development.

A new aquatics director was hired to increase access and capacity for our 472 swimmers. We welcomed baseball players from The Hit Factory into the SAS baseball program. This expanded the program from 60 participants to over 100 participants, and strengthened it by creating more teams and better opportunities to scrimmage and play.

13

programs offered

1,000+ participants each season

3,211 activity registrations

50+

teams represented at softball/baseball tournaments

I have two children—Lilly, seven and James, nine.

Both have been playing CSA sports for the past two years. My son plays Eagle baseball for 10U and my daughter swims on the blue squad club team. My daughter also did gymnastics last year at school and is now at The Yard. We get so much out of CSA sports because of the coaches. Whether doing drills, teaching new skills, or teaching them about leadership, the coaches are 100 percent engaged—in the water or on the field. They know how to mix the right amount of discipline with fun. James and Lilly always look forward to going to practice. I have also worked very closely with the CSA office and found them to be supportive and open to new ideas and always willing to listen.

Jessica Quance, Parent

REPORT 2016-17

35

14

science, technology, engineering, and mathematics (STEM) classes offered after school

950 participants

50+

Model United Nations students participated in inaugural sessions

100+

elementary afterschool activities offered

17

representative teams

REPORT 2016-17

Elementary Activities FIRST LEGO League Our fifth graders beat more than 200 teams to win second place at the FIRST LEGO League Robotics competition. Spending between 75 to 100 hours over five months, Team Techno Terrific proposed warning sensors for elephants in danger of being poached.

Odyssey of the Mind The SAS Odyssey of the Mind team placed eighth at the World Finals at Michigan State University. A first year team of fourth and fifth graders competed against high schoolers, creating a structure that held 685 pounds of weight. Teams competed in areas of spontaneous critical thinking, robotics, engineering, and fine arts.

A Perfect Score SAS mathletes had multiple successes in the region this year!

The South East Asian MathCounts competition saw students finish with a perfect score, followed by a grand prize of $1,000 at the Eye Level Math Olympiad.

Marathon Moments Two hundred and ninety one elementary school students completed an entire marathon over the course of one month in one-mile increments before school each morning.

20+

after-school clubs

35+

representative sport teams

20+

intramural activities

Middle School Activities Monkey Goes West A sixth grade student starred in 16 shows of Monkey Goes West for W!ld Rice theater company. He was awarded a $1,000 scholarship to attend the Puppeteers of America festival and learn from puppet masters who have worked on Sesame Street, The Muppets, and Men In Black, among other shows.

The Lion, the Witch, and the Wardrobe Over 100 students came together to put on a production of the CS Lewis classic The Lion, the Witch, and the Wardrobe. Students built sets, constructed props, designed costumes, acted, and sang as part of the annual middle school production.

ACSIS Gold Medalists In 2016-17 our middle school athletes captured 11 gold medals across three seasons of sports in division one of the Athletic Conference of Singapore International Schools league.

7

honor societies

22

IASAS sports

90+ after-school activities

50+ service clubs

High School Activities IPAU Turns 15 The Independent Performing Artists Union at SAS celebrated their 15th anniversary with a Hard Rock Cafe performance.

Wins for SAS Robotics Our robotics program had an outstanding year yet again. Two Marine Advanced Technology Education (MATE) teams from SAS placed second and third in the competitive ASEAN Regional Ranger event. At the VEX Robotics regional, an SAS team came out on top with a first place finish.

SAS Goes to Space SpaceLab at SAS created history as Singapore’s first team to send an experiment to space. The experiment studied the effects of microgravity on mutations in bacteria. If the hypothesis is proven true, NASA will genetically modify plants to produce more melanin, to make growing plants in space easier.

TEDxYouth@SAS Turns Three We celebrated the third TEDxYouth@SAS in March 2017. The theme of Prism of Possibilities saw speakers present a variety of topics, from addressing the digital divide to debunking the stigma against video gaming, to yoga, holistic cancer care, and even poetry.

37

217

Assessing the

R sults

Mathematics Grade 3 4 5 6 7

MAP

8

AVERAGE SCORE

9

Measures of Academic Progress (MAP) assessments in reading, math, and language usage are administered to students in grades three through nine. MAP assessments are criterion-referenced, meaning they generate a score based on a level of knowledge and skill, not dependent on grade level. Our average scores in each grade level and subject are higher than the average scores of the US and East Asia Regional Council of Schools (EARCOS) comparison groups.

228 210 203 214 221 225 229 231

241 222 242 233 248 237 257 244 258 252 256

233

212 215

Reading Grade 3 4 5 6 7 8 9

203 119 206 212 216 218 220

225 212 229 218 234 223 238 227 239 231 232

222 212

93rd

SAS is in the or higher percentile of all schools that participate in MAP testing in these subjects

Grade 3 4 5

NWEA (US) EARCOS

SAS

6 7 8

REPORT 2016-17

215

Language

206 200 207 212 215 218 219

224 213 228 219 232 223 235 227 230

SAS #1

568

#2

Singapore 564

Hong Kong 548

#3

Macao 544

#41

United States 470

SAS 568 mathematics

PISA

PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT The Programme for International Student Assessment (PISA) is administered every three years to a random sampling of students who are 15 years old.

The PISA measures to what extent students can apply their knowledge to real-life situations and be equipped for participation in society through both multiple choice and open-ended questions.

The average SAS scores in the 2017 administration of PISA for math, science, and reading are higher than the average scores of students in Singapore and the United States

SAS 578

#1

#2

Singapore 556

Japan 538

#3

#25

Estonia 534

United States 498

SAS 578 science SAS 567

#1

#2

Singapore #3 535 Finland 526

Hong kong & Canada 527

#24

United States 497

SAS 567 reading

39

SAT

SUMMARY The SAT was administered to 212 members of the Class of 2017. All scores, including those from non-native English speakers, are included:

SAT 1600 TOTAL SAS RANGE 1180-1410 Class of 2017 Middle 50%

Evidence based Reading and writing

Mathematics

600-700

580-720

SAS Mean Global Mean

533

650

SAS Mean Global Mean

527

Starting in March 2016, the new SAT is scored on a 1600-point scale rather than a 2400-point scale. SAS students could choose to take one or both exams, but most SAS students chose to take the new exam.

SAT 2400 TOTAL SAS RANGE1920-2250 Class of 2017 Middle 50%

Critical reading

MAth

580-720

650-780

Writing w

630-760

SAT SUBJECT TEST SUMMARY Class of 2017 Middle 50%

0 Biology Molecular Chemistry English Literature Math Level I I Physics U.S. History

REPORT 2016-17

800 650 - 750 690 - 760 600 - 730 710 - 800 680 - 780 640 - 760

SAS MEAN 711 NUmber of students 20 SAS MEAN 719 NUmber of students 43 SAS MEAN 663 NUmber of students 31 SAS MEAN 747 NUmber of students 102 SAS MEAN 730 NUmber of students 30 SAS MEAN 689 NUmber of students 44

650

ACT

SUMMARY The ACT was taken by 170 members of the Class of 2017. Many students completed both the ACT and the SAT. Even if a student did significantly better on one exam and only submitted a score for one test in the college admissions process, both are included in the averages.

ACT 36 Class of 2017 Middle 50%

English Math

SAS 26-34 SAS 26-33 SAS 26-33 SAS 25-33 SAS 25-32

US Mean 20 US Mean 21

Reading

US Mean 21

Science Reasoning

US Mean 21

Composite

US Mean 21

ADVANCED PLACEMENT

Advanced Placement (AP) exams are standardized, criterion-referenced summative assessments. AP scores range from one to five, with scores of three or higher considered passing and eligible for waiving the equivalent college course at most US universities.

20 12-13

20 13-14

20 14-15

20 15-16

20 16-17

Number of exams completed

Number of exams completed

Number of exams completed

Number of exams completed

Number of exams completed

1,333

1,422

1,602

1,764

1,773

Number of students taking exams

Number of students taking exams

Number of students taking exams

Number of students taking exams

Number of students taking exams

539

593

638

629

636

Exams with a 4

Exams with a 4

Exams with a 4

Exams with a 4

Exams with a 4

Exams with a 5

Exams with a 5

Exams with a 5

Exams with a 5

Exams with a 5

SAS exams receiving a 3+

SAS exams receiving a 3+

SAS exams receiving a 3+

SAS exams receiving a 3+

SAS exams receiving a 3+

Global exams receiving a 3+

Global exams receiving a 3+

Global exams receiving a 3+

Global exams receiving a 3+

Global exams receiving a 3+

30%

48% 97% 61%

31%

47% 97% 61%

32%

41% 96% 61%

29%

46% 96% 60%

30%

46% 96% 60%

41

ollege

CLASS OF 2017

Admissions

College Counseling at SAS

HIGHEST number of students admitted to Tufts University since 2013

We have great stories to tell about our seniors. SAS will be sending an NCAA Division I tennis player to the US, a writer to Abu Dhabi, and a biomedical researcher to the UK. We had students choose US public universities because they wanted nothing more than to be back home, other seniors who ranged far over the globe, and one young man who will be serving his country at the US Military Academy at West Point. These kinds of choices are always emotional at some level, and the counseling office saw tears, frustration, joy, great excitement, and laughter. Each counselor felt privileged to work with this group of seniors.

As an open admission school, SAS has a broad range of students, from those who come to the college process ready with long lists of highly selective schools to those who have only vague notions about what they might want to study or where they might want to go. Some of our students are extremely ambitious; others see college as a nebulous concept and express few aspirations beyond graduation.

We also work with students who are planning to take gap years or who will spend their first two years after graduation in Singapore’s mandatory National Service. The role of a college counselor is to guide all SAS students, with their many different needs and interests, through a process that helps them to find schools at which they will be successful.

The SAS college counselors view a student’s engagement in the college admissions cycle as an educational experience.

Students need to learn to ask questions, to research, to analyze their research material and then synthesize it, and to reflect on their inputs. They practice speaking, writing, and organizational skills. Most students will craft essays and take tests. So while the college application process is not a formal class at SAS, it provides a learning experience for each student. And it is the college counselor’s job to help guide and support each SAS student through this journey.

Ask for what you want! This might seem like the most obvious thing to do, but it was at SAS that I gained confidence to learn how to ask. I doubt that I’d have done half the things that I did if I hadn’t asked.

Roopal Kondepudi, Twelfth Grade

REPORT 2016-17

College

Spotlight

MOST

A New Office Model

students ever accepted to University of Southern California

The high school counseling office in 2016-17 functioned under a comprehensive model, meaning that all of the grade 10-12 counselors worked in the areas of both college counseling and personal, social, and academic counseling. This model often proved challenging—the competing interests of the college application process and students’ social and emotional needs were regularly at odds with each other.

SAS decided, therefore, to implement a differentiated model with two separate offices, one for college counseling and one for social emotional counseling, with support and specialization for each. All high school students will now have a personal academic counselor who works with them on issues related to emotional, social, and academic concerns. In the spring of sophomore year, all students will also be assigned a college counselor.

Having a college team that focuses solely on the college process means that counselors can increase the personal attention that they provide to each family; more focused caseloads and specialized areas of concentration allow them to engage students and parents in the college counseling process more fully.

Several new counselors were hired to accommodate the expanded counseling model. The college counseling department will continue to have seven full-time college counselors, with a caseload that rivals comparable independent schools. The newly formed personal and academic counseling department will be staffed with five personal and academic counselors and will be led by a faculty member as Dean of Student Life. The dean will work with student government, advisory leaders, clubs, activities and athletics, as well as address light discipline issues such as dress code violations.

Counselors are confident that this enhancement of the high school college counseling department will result in better services for students and families. Already a number of changes are planned, including an improved programming model, a new communications plan, and the first-ever US college visit Interim Semester trip for sophomores and juniors. The college counselors will also add several internal improvements to the office in 2017-18, including increased review of counselor and teacher recommendation letters and more time to meet with college admissions representatives both here at SAS and at colleges around the world.

2ND HIGHEST number of students accepted into New York University in the last 10 years

MOST

The college counselors continue to regard the college counseling process through the lens of an educational model.

Ultimately, the college research and application experience should be about process as well as outcomes. The best outcome for each student will be both pedagogical and practical. And the college counselors will offer a positive process so that all students and families will conclude their SAS experience feeling supported and having “best fit” outcomes.

students accepted to Cornell University since 2007

43

2015-17 UNIVERSITY matriculation Singapore American School reports university matriculation for the last three graduating classes to account for the many students who apply to universities on a different admission cycle and to include students who complete National Service and begin university later.

Countries of universities to which our graduates matriculate

85% 4% 6% 1% 2% 2% USA

UK

Canada

Australia

Asia

Other

Our graduates move around the world to pursue a variety of post-graduation opportunities

89% 3% 8% university

gap year

National Service

REPORT 2016-17

USA Agnes Scott College (1) American University (4) Amherst College (1) Appalachian State University (2) Arizona State University (1) Auburn University (1) Azusa Pacific University (1) Babson College (1) Bard College (1) Baruch College of the CUNY (1) Bates College (1) Baylor University (7) Belmont University (1) Bentley University (1) Berklee College of Music (1) Boston College (5) Boston University (18) Bowdoin College (1) Bowling Green State University (1) Brandeis University (2) Brigham Young University (3) BYU - Hawaii (1) BYU - Idaho (2) Brown University (2) Bryn Mawr College (1) Bucknell University (5) Cal Maritime (1) California Poly, Pomona (1) California Poly, San Luis Obispo (2) California State Northridge (1) Carnegie Mellon University (11) Case Western Reserve University (2) Cedar Crest College (1) Chaminade University Honolulu (1) Chapman University (7) Claremont McKenna College (2) Clark University (1) Colgate University (3) College of William and Mary (2) Colorado College (2) Colorado State University (7) Columbia University (5) Connecticut College (1) Cornell University (6) Creighton University (3) Dartmouth College (3) DePaul University (2) Dickinson College (1) Drew University (1) Duke University (7) Eastern Washington University (1) Elon University (3) Emerson College (5) Emmanuel College (1) Emory University (5) Fanshawe College (1) Florida Institute of Technology (1) Fordham University (4) Georgetown University (4) Georgia State University (1) Georgian Court University (1) Gonzaga University (1) Hamilton College - NY (3)

Harvard University (2) Haverford College (1) Holy Cross College (1) Howard University (1) Indiana University Bloomington (6) Indiana University-Purdue (1) James Madison University (1) Johns Hopkins University (2) Juniata College (1) Kankakee Community College (1) Kansas State University (2) Kent State University (1) Lehigh University (2) Lewis & Clark College (1) LIM College (1) Louisiana State University (1) Loyola Marymount University (3) Loyola University Chicago (3) Manhattan College (1) Marist College (1) Marquette University (1) Maryland College of Art (1) Mass. College of Liberal Arts (1) MIT (1) McNeese State University (1) Menlo College (1) Miami University, Oxford (1) Michigan State University (2) Michigan Technological Univ. (1) Middlebury College (1) Montana State University (1) Mount Holyoke College (4) New Mexico State University (1) New York University (43) Northeastern University (24) Northern Arizona University (1) Northwest Florida State College (1) Northwestern University (12) Nova Southeastern University (1) Occidental College (3) Olympic College (1) Oregon State University (2) Pennsylvania State University (8) Pepperdine University (2) Pitzer College (1) Portland State University (1) Princeton University (2) Purdue University (8) Queen’s University Belfast (1) Rhode Island School of Design (1) Rice University (7) Rollins College (1) Rutgers University (2) Saint Louis University (1) San Jose State University (1) Santa Barbara City College (2) Santa Clara University (9) Santa Monica College (3) Sarah Lawrence College (1) Savannah College of Art/Design (3) School of the Art Institute (1) School of Visual Arts (2) Scripps College (1) Seton Hall University (1)

Sewanee: Univ. of the South (1) Simmons College (1) Singapore Univ. of Social Science (1) Skidmore College (2) Slippery Rock University (1) Sonoma State University (1) Southern Methodist University (3) St. Edward’s University (1) Stanford University (2) State College of Florida (1) SUNY Albany (1) Stetson University (1) Stevens Institute of Technology (1) Stony Brook University (1) Suffolk University (1) Swarthmore College (2) Sweet Briar College (1) Syracuse University (5) Temple University (1) Texas A&M University (4) Texas Christian University (2) Texas Tech University (1) The College of Wooster (1) The Evergreen State College (1) The George Washington Univ. (4) The New School (1) The University of Alabama (2) The University of Arizona (2) The University of Iowa (3) The University of Memphis (1) The University of Tampa (1) UT Austin (5) UT San Antonio (1) Trinity University (2) Tufts University (3) Tulane University (2) UNC at Chapel Hill (2) UNC at Greensboro (1) UNC at Wilmington (1) UNC School of the Arts (1) United States Military Academy (1) University at Buffalo (1) University of Alaska Anchorage (1) University of California, Berkeley (12) University of California, Davis (4) University of California, Irvine (4) University of California, Los Angeles (10) University of California, San Diego (6) University of California, Santa Barbara (4) University of California, Santa Cruz (2) University of Chicago (8) University of Colorado at Boulder (9) University of Connecticut (3) University of Florida (2) University of Hawaii at Manoa (1) University of Houston (1) University of Illinois,U-C (7) University of Kansas (1) University of La Verne (2) University of Maryland, College Park (3) University of Massachusetts, Amherst (2) University of Massachusetts, Boston (1) University of Miami (2) University of Michigan (5)

University of Minnesota, Twin Cities (1) University of Mississippi (1) University of New Hampshire (2) University of New Mexico (1) University of North Texas (1) University of Notre Dame (4) University of Oregon (2) University of Pennsylvania (6) University of Pittsburgh (4) University of Portland (1) University of Rhode Island (1) University of Richmond (2) University of Rochester (1) University of San Diego (1) University of San Francisco (6) University of South Alabama (1) University of South Carolina (1) University of Southern California (18) University of St. Thomas (1) University of the Incarnate Word (1) University of the Pacific (2) University of Utah (2) University of Vermont (1) University of Virginia (3) University of Washington (10) University of West Florida (1) Univ. of Wisconsin, Madison (9) Univ. of Wisconsin, Sheboygan (1) Univ. of Wisconsin, Stevens Point (1) Utah State University (1) Utah Valley University (1) Valdosta State University (1) Vanderbilt University (1) Vassar College (1) Villanova University (2) Virginia Commonwealth Univ. (1) Virginia Tech (3) Wake Forest University (1) Washington State University (2) Washington Univ. in St. Louis (6) Wesleyan University (3) West Virginia University (1) Western New England Univ. (1) Western State Colorado Univ. (1) Western University (2) Western Washington University (1) Wyoming Community College (1) Wheaton College IL (1) Whittier College (1) Whitworth University (1) Wichita State University (1) Williams College (1) Worcester Polytechnic Institute (1) Yale University (1)

AUSTRALIA Monash University (1) University of Western Australia (1) University of Sydney (4) University of Tech Sydney (1) UNSW Australia (2)

CANADA Concordia University (1) Dalhousie University (1) McGill University (8) Queen’s University (9) University Laval (1) University of Alberta (1) University of British Columbia (23) University of Guelph (1) University of Ottawa (1) University of Toronto (6) University of Victoria (1) University of Waterloo (3)

UK King’s College London (5) Lancaster University (1) Oxford Aviation Academy (1) The University of Edinburgh (2) The University of Manchester (1) University College London (4) University of Birmingham (1) University of Bristol (2) University of Cambridge (1) University of Hertfordshire (1) University of Oxford (2) University of Southampton (1) University of St Andrews (2)

ASIA Ateneo de Manila University (5) Curtin Singapore (1) De La Salle University Manila (1) DigiPen Institute of Technology (2) ESSEC Business School (1) International Christian University (1) James Cook University, Singapore (1) KAIST (1) Keio University (2) Korea University (3) Nanyang Technological Univ (1) National University of Singapore (1) SCAD, Hong Kong (1) Seoul National University (3) Singapore Management Univ (4) Sophia University (2) Yale-NUS College (2) Yamanashi Gakuin University (1) Yonsei University (1) Yonsei University-Underwood (5)

OTHER COUNTRIES ESSEC Business School (1) Franklin University Switzerland (1) Glion Institute (1) IE University - Segovia (1) Jacobs University (1) NHTV Internationaal (1) Universita Bocconi (1) Universiteit Maastricht (1)

45

Student

Ser ices Professional learning communities, or PLCs, are foundational to our faculty development and how we ensure the best possible student learning at SAS. A PLC is a process by which educators work collaboratively in cycles of inquiry and action research to achieve better results for the students they serve (DuFour, Dufour, Eaker, Many). There are three big ideas that drive our work as PLCs: The purpose of school is to ensure all students learn at high levels.

Helping all students learn requires a collaborative and collective effort.

To assess our effectiveness in helping all students learn we must focus on results—evidence of student learning— and use results to inform and improve our professional practice and respond to students who need intervention or enrichment

PLCs engage in a cycle of inquiry that centers on four guiding questions: What do we expect our students to learn?

How will we know they are learning?

How will we respond when they don’t learn?

How will we respond if they already know it?

The Response to Intervention (RTI) theory of action sits in questions three and four: How do we support learning for students who need help and how to we extend learning and challenge students who meet the grade level content and skills expectations? When we connect RTI and the PLC we ask teachers to collaborate to intentionally plan for support and intervention, knowing that there will be students who need both support and extension in their learning journey.

REPORT 2016-17

As a professional learning community, we analyze data collectively to determine interventions and extensions to support our learners. Support is targeted and meant to meet students’ individual needs. Developing our RTI and PLC structures are examples of how we are actively working to do this. Doing so ensures that all students are known and advocated for, and that all students have the opportunity for personalized learning in order to achieve at high levels.

Mariel Slater, Learning Support Teacher

47

REPORT 2016-17

S eakerSeries

@SAS

Funded by the SAS Foundation, SpeakerSeries@ SAS hosts experts who address important and timely topics for parents, students, and faculty.

In 2016-17 we welcomed experts from around the world who engaged our community in discussions about art, service, childhood development, and parenting strategies.

New York Times best-selling author and illustrator Sonny Liew workshopped with high school art students and offered insight into his process for developing and growing as an artist. He discussed the background for his award-winning graphic novel, The Art of Charlie Chan Hock Chye. Students had the opportunity to have their own work observed and received feedback from the best-selling author and illustrator.

Dr. Roby Marcou and Dr. Jeff Devens presented together at an event for parents centered on teens and stress. The presentation highlighted many of the underlying issues associated with stress and provided strategies for parents to use as they help their kids learn to manage their own stress.

Dr. Roby Marcou returned for one last speaking engagement before repatriating to the US over the summer. She highlighted some of the most important lessons she learned during her 24 years abroad as an expat, parent, and clinical psychologist.

Associate professor at the National Institute of Education, Dr. Maureen Neihart met with parents to discuss the social and emotional needs in the development of gifted children.

Singapore’s “wandering saint,” Dr. Tan Lai Yong from the National University of Singapore spoke to students encouraging them to discover their larger role in society. In 1996, Dr. Tan Lai Yong uprooted his family in order to share his medical expertise with the villagers in rural Yunnan, China.

What was originally a one year volunteer project developed into a 15-year journey of community development and care of individuals, most of whom were impoverished, orphaned, or disabled.

Dr. Tan returned to Singapore in 2010, committed to improving the lives of the less fortunate, including underprivileged Singaporeans and migrant workers.

Despite being introverted by nature, Sonny Liew has taught me that art is universal. Art is a platform for people to address political and social issues, bring out the beauty and excellence within our environments, and depict emotions and thoughts that cannot be shaped into words. Sonny Liew’s art opened up new possibilities within Singapore and abroad. It inspired me to look at art from multiple perspectives, as art takes many shapes and forms. The interaction with Sonny Liew was unique due to the setting we were in. Sitting on comfortable bean bags and cozy couches made the whole experience more personal, and unique.

It was almost like a couple of friends having a conversation in a cafe in downtown Singapore.

Li Wen Soh, Eleventh Grade

49

Academic

Visitors- -Residence Phil Kaye and Sarah Kay

Professor Robin Hemley

Award-winning poets Sarah Kay and Phil Kaye are part of Project VOICE, a team of highly accomplished writers, performers, and educators. Known for their witty, fast-paced spoken word poetry, Ms. Kay and Mr. Kaye performed for the SAS community and worked with high schoolers, conducting workshops on the crafts of writing and performance.

Professor Robin Hemley is an award-winning international writer who has published a dozen books as well as essays and short stories. As author-in-residence, Professor Hemley visited high school classrooms, leading writing workshops and answering questions on the writing life, or more specifically, on writing problems that students encountered. He worked with SAS teacher Dr. Michael Clark on co-planning the Advanced Topic Writing Seminar and helped students network and find mentors.

Spoken Word Poets

Having collectively garnered over nine million views online and toured live in over a dozen countries on stages from TED Talks to the Lincoln Center, Ms. Kay and Mr. Kaye work with students, helping them to build the skills and confidence to create and perform their own poetry. Through their live performances and hands-on workshops, the duo introduced students to the power of spoken word poetry and the possibilities of self-expression.

REPORT 2016-17

Fiction and Non-fiction Writer

Professor Hemley received questions from students including those about larger issues, such as audience and the writer’s life, as well as questions about publishing. At SAS, he worked one-on-one with young writers, listening to them read their drafts, voicing their concerns and problems, understanding their goals, and offering them constructive feedback on their work.

Professor Hemley believes in the power of personalized attention, not only in terms of practical results, but in the way students see their work validated and taken seriously by an experienced writer.

The signature academic visitors-in-residence program brings renowned authors, illustrators, artists, actors, and dance professionals to campus to work with students in all three divisions.

appreciation for the arts. Students are able to develop relevant learning skills in relation to creativity and different modes of communication. These visits result in a greater sense of community that connects the head and the heart.

The program allows students to deeply understand the craft and work of professional artists and develop a lifelong

Todd Parr

Arturo Correa

Todd Parr is the best-selling author and illustrator of 50 children’s books about love, kindness, and feeling good.

A testimony to his life struggle, his books It’s Okay to Make Mistakes, The Earth Book, The Family Book, and many others encourage children to experiment, to explore new paths, and to embrace life and themselves, mistakes and all. At SAS, he spent a week immersed in our early learning center and elementary school classes, reading to students and teaching the process of creating stories with illustrations.

Miami-based American-Venezuelan artist, Arturo Correa has achieved remarkable success during his 22-year career. At SAS, Mr. Correa shared his knowledge and insights while working with high schoolers and presented his work and his journey to the visual arts class. Advanced Placement Art students were able to work with Mr. Correa to create mural panels reflecting “All Things Singapore” and install them in the Center of Innovation.

Children’s Book Author and Illustrator

Mr. Parr also shared his journey as an artist and author with the SAS community—students, teachers, and parents—talking about his life growing up in Rock Springs, Wyoming, his struggle with dyslexia, and his aspirations to become an artist.

Visual Artist

In the middle school, Mr. Correa worked with students to create individual portraits using photography and paint. He worked side by side with students to help draw out voices in their work and stretch as artists.

The students in both divisions were buzzing for weeks after his departure and many have continued to follow his work.

51

And more...

Ian Johnson Actor

Ian Johnson joined middle school drama classes for three days. An actor, psychic entertainer, teacher, and fight arranger, Mr. Johnson worked in individual classes and designed an animal fight scene workshop that was used as part of the middle school drama production The Lion, the Witch and the Wardrobe.

While at SAS, Mr. Johnson also performed his incredible one-man-show Faust, receiving rave reviews.

Neil Farrelly

Nose2Nose Theater Director Neil Farrelly is the founder and director of Nose2Nose, a performance group deeply rooted in clown. Mr. Farrelly worked with high school improv classes, both basic and advanced, focusing on creating specific and clear physical characters. He also shared numerous exercises useful across a broad range of drama classes.

Sara Holbrook and Michael Salinger Poets

Middle school students and teachers welcomed poets Sara Holbrook and Michael Salinger to social studies classrooms. They taught the use of poetry to foster deeper thinking in the learning process.

Mark Hill

Physical Theater Artist Mark Hill returned to SAS for three days of artist workshops.

A physical theater artist, Mr. Hill specializes in the contemporary Japanese performing arts of Butoh and the Suzuki Method. His discovery of physical theater has brought him around the world as both an artist and educator for the past decade.

Mr. Hill worked with drama students from grades six through eight, offering master classes in physical theater.

Steve Jenkins and Robin Page Author-Illustrators

Integrating the art and science curriculum standards, Steve Jenkins and Robin Page delivered cross-curricular mini-lessons to students from kindergarten through fifth grade. The plan to scaffold

REPORT 2016-17

learning was accomplished by first having all the grade levels participate in a background knowledge-building session, followed by sessions in art classrooms and group rooms detailing the creation of infographics.

Sonny Liew

Graphic Novelist Sonny Liew, Winner of the Eisner Award for Best Writer/ Artist for his graphic novel The Art Of Charlie Chan Hock Chye, worked with Catalyst students on their writing and art and talked to History of Malaysia and Singapore students about his work. Mr. Liew also worked with Advanced Placement Art students, responding to questions from the budding artists.

Joachim Matschoss Playwright

Working with high schoolers in the drama program, theater educator Joachim Matschoss focused on devising original work with an ensemble process. This is a cornerstone of the new Advanced Topic Theater course, which has its first students this school year.

Mr. Matschoss’ work helped shape important elements of the course.

Kathryn Erskine

Alif Aircho Choreographer

Drama Teacher

National Book Award winner Kathryn Erskine worked in middle school classrooms, and offered an after-school session for parents, teachers, and students, sharing her creative process with the community. Through gradelevel presentations and in-class workshops, Ms. Erskine reminded participants that good writing is sassy, that each writer’s voice is unique, and that we should mine the books we read to inform our writing. With her newly published picture book biography, Mama Africa!, Ms. Erskine was an invaluable resource when working with sixth graders on their advocate picture book biographies.

Instructor Alif Aircho of Danz People taught middle and high school dancers as part of the SAS after-school program for hip hop. Mr. Aircho choreographed and rehearsed hip hop dance pieces for the semester productions of both groups.

He has continued to work with SAS hip hop dancers on their technique and performance, and has developed lasting relationships with our dance community.

Artist Hannah Northcott, drama teacher, director, and yogi, brought her own special blend of magic to the middle school drama classes. She also offered a class in acra-yoga for those willing to tie themselves in knots.

Author

Jason Erik Lundberg Author and Editor

Author and editor of Epigram books Jason Erik Lundberg worked closely with the Advanced Topic Writing Seminar students on publishing, printing, crafting speculative fiction, and pursuing writing as a career.

White Noise Creations

Entertainment Firm Instructors for various dance styles from White Noise Creations taught SAS dance classes, working with middle and high school students.

International teachers specializing in contemporary, hip hop, jazz, lyrical, and other dance styles taught various dance classes. One of the choreographers from the US, Julie Correia set a beautiful, abstract contemporary piece on the dance performance class for the second semester dance show.

Hannah Northcott

Chris Salisbury

Theater Artist

Chris Salisbury, professional storyteller, joined middle school drama classes, spinning his web of magic stories on each and every class. He then taught students how to spin their own stories. Mr. Salisbury also offered an after-school master class titled “How to Slay a Dragon.”

Robyn Lynch

Responsive Classroom Consultant Robyn Lynch worked with SAS instructional assistants to provide an introduction to Responsive Classroom, an evidence-based approach to teaching that focuses on the strong link between academic success and social-emotional learning. The Responsive Classroom approach is now an instrumental part of how the elementary school will be advancing the SAS strategic plan.

53

TIVE

AN INTE R PER NATIO SPE NAL C Sect ion 3

My trip to South Africa gave me a powerful adventure I will remember for the rest of my life. We looked for the “big five” first-hand as we drove through one of the world’s largest and most spectacular wildlife reserves, Kruger National Park. We were awestruck by the beauty and the vastness of the landscapes and overwhelmed by the magnificent wildlife that walked that part of the land. At the Moholoholo Animal Rehabilitation Center we experienced first-hand the need for conservation and preservation as we worked hands-on with a variety of animals. We ended our tour in Johannesburg, eager to see the renowned Apartheid museum. Moved by the incredible struggle to bring peace and equality to all South Africans, we found the experience an eye-opener in many ways. My biggest takeaway from the trip was the need to take more risks. From eating a cooked caterpillar to flipping upside down on a zipline, the most memorable moments from the trip came from the times I stepped out of my comfort zone.

Will Mundy, Twelfth Grade

World

Languag Singapore American School’s world language program focuses on interpersonal listening and speaking skills at all levels. Our interest goes beyond the content knowledge we expect students to have, and instead focuses on what they can do with the language.

The language curriculum at SAS is vertically aligned across the school, from kindergarten through high school for each proficiency level, with similar themes and units of study. As students progress through language levels and advance in age, more content and a wider range of skills is expected.

When students begin their language journey at the novice level, the focus is on oral communication, including simple words, phrases, and formulaic language that students practice and memorize, so they are able to progress quickly through the lower levels. Later, as literacy, narrations, and abstract thinking are incorporated, complex learning takes more time. Age, maturity, life experience, and progression of thinking skills all contribute to language acquisition and the progression rate.

Every learning activity and assessment within a unit of study is a performance.

Each performance is a snapshot in time of a student’s ability within a certain set of skills and language expectations, and each performance over time builds toward proficiency.

The American Council on the Teaching of Foreign Languages (ACTFL) provides a criterionreferenced assessment called the Assessment of Performance toward Proficiency in Languages (AAPPL) that SAS has used since the 2013-14 school year.

REPORT 2016-17

ACTFL PROFICIENCY LEVELS DISTINGUISHED Can reflect on a wide range of global issues and highly abstract concepts, use persuasive hypothetical discourse, and tailor language to a variety of audiences

SUPERIOR Can support opinion, hypothesize, discuss topics concretely and abstractly, and handle a linguistically unfamiliar situation

ADVANCED Can narrate and describe in all major time frames and handle a situation with a complication

INTERMEDIATE Can create with language, ask and answer simple questions on familiar topics, and handle a simple situation or transaction

NOVICE

Can communicate with formulaic and rote utterances, lists, and phrases

AAPPL uses a 12-step scale to describe proficiency and classifies students as Novice, Intermediate, or Advanced. There are four steps within the Novice category and five within the Intermediate category.

On our recent travels to South Africa, we were approached by a Spanish family. When they heard our third grade daughter Mannat speaking in Spanish with SIRI on her iPad, they thought we were Spanish. They told us that Mannat spoke Spanish like a native and they thought we were all from Spain. They were impressed when we told them that she has learned it in school. Incidents like these serve as an indicator of her progress in the real world and needless to say, we are quite pleased.

Sonal Manchanda, Parent

57

Interi Semester

In the 1970s there was a growing feeling that changes taking place in Singapore and the American community were isolating SAS students from traditional Asia.

Interim Semester was born out of this concern and since 1973, thousands of SAS high schoolers have traveled around the world to experience incredible learning opportunities and diverse educational experiences beyond the traditional classroom. For one week during second semester, all high school students and teachers participate in an extraordinary global program.

Students have 57 different programs to choose from—from hiking the Routeburn Track in New Zealand to completing service projects in the Philippines or learning Spanish in Barcelona.

The program deepens students’ understanding of the world around them, inspires students to contribute to the global community, encourages them to challenge themselves, and builds a sense of community.

REPORT 2016-17

Global Studies

Wildlife, Culture, and Conservation in South Africa South Africa was a powerful adventure that I will remember for the rest of my life. The biggest takeaway from my trip is to take more risks. From eating a cooked caterpillar to flipping upside down on a zipline, the most memorable moments from the trip came from the times that I stepped out of my comfort zone.

Will Mundy, Twelfth Grade

Eco-Adventure

Wilderness Survival

New Zealand was an unforgettable experience. It showed me what the world is like beyond iPhones and city life. Seeing things like how animals are butchered and how hard cooking is made me appreciate what I have even more. The trip pushed me to work with new people, which was a challenge. It was an experience that I would have never had without the Interim Semester program.

Alexander Ribeiro, Ninth Grade

Service

Giant Panda Conservation Project My Interim Semester in China focusing on giant panda conservation turned out to be a wonderful experience. Working with the pandas was unforgettable, and taught me a lot about conservation and the importance of preserving our environment. I got a taste of the work that the panda keepers do every day, and I was inspired by their hard work and dedication.

Sabrina Campedelli, Eleventh Grade

1,175

21

118

462

teachers on Interim Semester trips

students on service trips

students on Interim Semester trips

countries visited

11

countries with service activity

7,392 total hours of service

59

Classroom

Without

Classroom Without Walls extends student learning beyond experiences at school through trips to Malaysia, Indonesia, and islands off Singapore.

Trust, risk-taking, goal-setting, resiliency, and cooperation are just a few of the traits that this signature program aims to instill in students, who also further develop environmental awareness and cultural competence through participating in activities specific to each trip.

alls

The theme for the sixth grade Classroom Without Walls was “I Connect,” and I connected with my environment, my community, and myself by getting up close with nature at Pulau Ubin, meeting a community gardener at a Changi Village park, and trying new things at a hawker center.

Avery Spier, Sixth Grade

3,020 2,764 7,308 km

traveled by bus

border crossings

948

1,896 4,500 1,400

happy kids

total “parent nights” of freedom

REPORT 2016-17

meals eaten off campus

kilmeters hiked

hours of service

Grade 6

Grade 7

Grade 8

Full day at Adventure Cove Waterpark

Homebase Minute to Win It competition

Service work in local Indonesian villages

Hiking at Pulau Ubin

Building sandcastles with your homebase

Jumping off of the tower dock at Telunas

Eating at a local hawker center

Having an evening bbq where students cook their own food

Karaoke dance parties in the evening

Photo scavenger hunt around Changi Village

Student-choreographed synchronized swimming competition

Hiking to an island waterfall

An evening of bowling

Free time at the beach and waterpark

Cultural activities such as fishing, cooking, pottery

61

Service

Learni g Elementary School Service Middle School Service

Forty-four Interim Semester art students helped early learning and elementary students craft over 300 ceramic bowls and raised over S$1,000 to help alleviate hunger in Singapore.

Kindergarten classes befriended stroke victims at the Adventist Rehabilitation Center, encouraging movement through games, molding clay, and waving scarves.

First grade students engaged with their buddies from Seng Kang Primary School by building relationships, celebrating festivals together, and playing ethnic games.

Second grade students raised over S$47,000 to donate to Food from the Heart in their annual walk-a-thon.

Collectively, they walked over 1,000 miles.

Third grade students conducted “Read to Feed” fundraising for the nonprofit Heifer International and the local Singapore Leprosy Relief Association Home.

Fourth grade students engaged in innovative projects integrating language arts, science, and social studies with a sequence of outdoor service experiences.

Fifth grade students taught arts and crafts to the elderly at Christalite Methodist Home.

REPORT 2016-17

Sixth grade chefs held three Cooking for a Cause events throughout the year. Students baked and sold their own goods to raise money for Gramshree and Stella’s Child.

Students participated in the annual Change for Change event and raised S$6,458.18 for six different NGOs— Care Corner Woodlands, Transient Workers Count Too, Day Spring, Doctors Without Borders, Malala Foundation, and Prevent Human Trafficking.

XSProject club members collected banners throughout the year that XSProject turned into laptop cases, bags, and more. The funds raised were used to send 85 children to school in Indonesia.

Eighth grade members of Caring for Cambodia visited Siem Reap and paved a section of the campus at the Aranh Cuthbert junior high school, participated in English as a Second Language instruction at three primary schools, and served breakfast to hungry students through CFC’s Food-For-Thought program.

Eighth grade students hosted guest speakers on the Israeli-Palestinian Peace Process and then participated in letter writing advocacy campaigns.

Eighth grade students partnered with Humanitarian Organization for Migration Economics. They hosted a picnic for the ladies who stay at the shelter and also hosted their visit to SAS for a night of music by the middle school strings program.

Service learning connects the core curriculum to community service, applying our desired student learning outcomes to real-life contexts.

From brainstorming to problem-solving, doing research, and even conducting interviews, students identify community needs and use academic topics to examine their local or global context. Students participate in direct or indirect action, advocacy, or research, and present their findings in a public forum. Service learning at SAS focuses on building partnerships and contributing to the community.

High School Service

SAVE club members participated in the 25th International Coastal Cleanup event, combining with volunteers from across Singapore to collect over 400 kilograms of garbage.

Digital Frontiers members provided support for the 24 Hour Race, an event to raise awareness of human trafficking.

Food From the Heart members made weekly trips to the warehouse to help coordinate the distribution of food to those in need across Singapore.

Helping Hands club worked in the elementary school library shelving books and reading to elementary students.

Nyaka members participated in a seven mile barefoot walk to raise awareness and money for impoverished students in Africa.

Fourteen Wish for Kids club members traveled to Tabuelan, Cebu, Philippines to teach classes at Maravilla Elementary School and Luyang National High School hosting a leadership symposium. They also delivered over 300 care packages of clothing, toiletries, and medical supplies donated by the SAS community.

Outreach Vietnam club members organized a fourday trip to Ho Chi Minh City, where students worked alongside local partners at the Anh Linh Love School and Green Bamboo Boys Shelter. SAS students planned and taught English lessons, conducted repair projects, and hosted a Thanksgiving dinner.

Peace Initiative Club held 16 different speaker’s corners.

READ Bhutan members raised over S$30,000 to help transform rural communities in Bhutan by creating access to information and resources and building a culture of reading.

Youth Aiding China and Singapore members travelled to China to work in special-needs schools. They also conducted weekly Chinese tutoring sessions for students in middle school.

I had the opportunity to participate and be a leader in multiple service activities at SAS— as a member of the Executive Service Council, through my Interim Semester to South Africa, on the Wish for Kids trip to Cebu, and with my own service club, Friends of Genesis. Each one of these experiences presented a unique challenge to me: socially/emotionally, logistically, educationally, and as a leader. The amazing support and encouragement I received from my teachers and peers made overcoming these challenges a joy— as did the knowledge that I was able to make a difference in communities around me. Watching service clubs share their accomplishments in front of the student body, putting the last coat of paint on that school building, dancing with little girls on the beach, and sharing a meal with students— these are the moments that will stay with me long after I’ve left SAS. Ruth Jaensubhakij, Eleventh Grade

63

THE

SFaAmiSly

4 n ctio

Se

Living in numerous countries over the past 18 years, I have come to realize how fortunate I am to always have an immediate community through my children’s schools.

Volunteering has been a way for me to become connected to the school environment and a way to anchor my children to their new community. SAS offered opportunities for involvement from the moment we arrived. My husband and I believe strongly in giving to and participating in the communities in which we live. I am grateful to have my children in an environment which values family participation where we can make a difference.

Mina Bregman, Parent

OUR

S udents

SAS honors and embraces the diversity of our student population. We welcome diverse cultural backgrounds and believe that our diversity is one of our greatest strengths. The school encourages dialogue while building respect for diverse opinions and ideas. Our passion for academic excellence with an international perspective, backed by a culture of extraordinary care, results in deep and lasting learning in a community that celebrates varied learning styles, experiences, and viewpoints.

SAS is a magical and transformative place where our children flourish and are blossoming into creative, engaged, inspired, happy, culturally diverse, informed, sensitive, interactive young adults. SAS offers opportunities to our children that we have not found offered anywhere else in the USA, or other international schools in the region. It is obvious when you’re around the school that the teachers and staff love what they do and enjoy being a part of and developing the SAS family, and their enthusiasm is infectious. The staff truly cares about each child’s development and safety. The minute you walk on campus you feel welcome and you feel an overall sense of student satisfaction.

Our children have become positive, motivated thinkers who are developing into confident learners and global citizens. This school encourages diversity and involvement in academic, athletic, and service organizations while making time for everything in the school schedule. The after-school programs are even accommodated and encouraged by the school’s bus program.

new families and students

3,938

th Americ or

2,310 a

949

N

As our children are now back at SAS for the second time, they are even more grateful to have all the opportunities available to them here at SAS. We recommend SAS without hesitation to families from all over the world.

Jeanne Buechel and Dr. Frederick Buechel, Jr., Parents

US Canada Mexico

2,219 90 1

59%

on-island transfer rate

REPORT 2016-17

ou

th A m e r i c

23

a

40%

S

students at SAS

Argentina Brazil Columbia Peru Venezuela

1 16 2 3 1

Student numbers

by Grade

op Eu r e

174

PS

PK

k

1

2

3

4

5

6

7

8

9

10

11

12

56 103 198 251 290 290 288 309 316 322 316 318 308 288 285

Austria Belarus Belgium Bulgaria Denmark Finland France Germany Hungary Ireland Italy Netherlands Portugal Romania Russia Slovakia Spain Sweden Switzerland UK Ukraine

2 1 10 3 11 2 14 6 1 2 2 17 5 1 5 2 8 10 12 59 1

A si a

1,328 34%

Brunei Darussalam China Fiji Hong Kong India Indonesia Israel Japan Korea Kuwait Malaysia Maldives Myanmar Nepal Pakistan Philippines Singapore Sri Lanka Taiwan Thailand Turkey Vietnam

2 148 1 26 362 33 2 89 239 2 18 1 1 1 7 61 293 2 19 14 3 7

Africa

9

Angola South Africa

4 5

stralia Au

91

Australia New Zealand

73 18

67

Our

aculty and taff 4%

United Kingdom

Three hundred and seventy seven highly qualified faculty members who continuously inspire and engage students to discover and develop their interests form an integral part of the SAS community.

Along with administration and support staff, they form a 654-strong team dedicated to creating great teaching and learning in every classroom, for every student, every day. These are individuals who understand and embrace our vision and believe in delivering our anchors of excellence, extraordinary care, and possibilities.

4% Others

6%

3%

New Zealand

Australia

8%

3% 4%

New Zealand

11 % Canada

REPORT 2016-17

Other

Singapore

Australia

11 %

10 %

Administration

26

Facu

United Kingdom

62 %

United States

15 % Canada

37

When I first arrived at SAS I remember being completely taken by the pace and dynamic nature of the environment—as an educator the sky is the limit. In fact during my first year here, I sat with my students as they listened to both a Nobel Laureate economist and a Pulitzer Prize winning author.

Now, three years into my journey at SAS, although I still wonder at the incredible resources we have for our students, I have come to understand that what really makes this an amazing place to be is the students themselves. Whatever resources they may have, it is their smiles, their stories and their drive for excellence that makes every effort worth while. They rise to the challenge—and motivate us as educators to do the same.

Vicky Colorado, High School Teacher

I felt so honored when I spoke about my SAS journey at our SASx Talk. Giving a speech in front of an audience of 250 was something I never imagined doing.

The climax of working at SAS was working with our talented students during the Advanced Placement art retreat in Telunas Island (Indonesia). For three days I had the pleasure of photographing SAS art kids doing amazing art in the sun, sand, and sea.

The fulfillment and satisfaction I got from a taking photos and videos as well as thank you cards from kids was incredible.

Zul Monsor, Instructional Assistant

0.5 % 0.5 % Australia

New Zealand

19 %

ulty

77

When I joined SAS in 2003, I did not even know how to hold a camera. Assisting in photography classes, I had the opportunity to work in the dark room. Once I got the concept, I was given another opportunity to operate DSLR cameras. Shutter speed, aperture, and ISO have become part of my everyday language.

Support STAFF

59 %

United States

73 % Singapore

250

Other

6% United States

1%

United Kingdom

69

Years of Service inistration m d A

23 % 12+ years

12 % 19 % 9-11 years

26

Educational Qualifications

23 %

11 %

23%

4% 27 %

0-2 years

3-5 years

6-8 years

Doctorate

12+ years

377 11 % 18 % 9-11 years

International Teaching Diploma

21 % 0-2 years

port Staff Su p

12+ years

250

12 % 9-11 years

Masters

2%

6-8 years

REPORT 2016-17

74 %

377

26 %

Masters

24 %

3-5 years

Bachelors

27 % 0-2 years

17 %

3-5 years

12 %

Faculty

Doctorate

6-8 years

32 %

58 %

26

Bachelors

Faculty

24 %

inistration m d A

Number of Births

Number of Marriages

Faculty

Support Staff

Faculty

Support Staff

7

11

2

2

Total Professional Development

S$2,091,272

71

Our

Parent olunteers

2016-17 was a year of growth and community building for the PTA and Booster Club.

Their community building mandate propelled them forward and contributed to the success of both treasured traditions and newly introduced ones.

It is rewarding to be part of an organization that provides support to and celebrates our students in various ways including club donations, scholarships, awards, and graduation activities, to name a few. The Booster Club helps to strengthen school spirit through barbecues, receptions, and trivia night as well as making spirit items available at the Booster Booth. I’ve seen many new families come to the booth not sure of what they were doing, where to go or what to get.

The volunteers take new families under their wing and help them with school uniform needs as well as questions about SAS and Singapore so that they leave feeling more acclimated to SAS and their new home. I have enjoyed my time working with the Booster Club and serving on the Booster Board.

Mary Kate Wallace, Parent

s$10,000 s$10,000

Vice President Mina Ohuchi Bregman

s$ 25,000 elementary/middle school events

s$24,000 scholarships s$24,000 hospitality/ welcoming

Treasurer Christine Miyasaki Secretary Hamutal Bar

s$25,000

PTA store expenses & related fees

general and administrative

The 2016-17 PTA Board President Morgan Frontczak (August-December 2016) Mina Ohuchi Bregman (January-May 2017)

high school programs

PTA Expenditures

s$38,000

Parliamentarian Manaswi Jhala

REPORT 2016-17

high school clubs

s$ 90,000 community events

s$180,000

donation to SAS Foundation

s$900

IASAS

The 2016-17 Booster Club Board President Lan Fisher Vice President Kay Schott Treasurer Mary Kate Wallace Secretary Doreen Chou Parliamentarian Heide Angell

s$1,340

others

s$29,000 scholarships

s$6,100

scholars’ list lunch

s$3,000 advisory

Booster Expenditures

s$65,000

athletics and activities

s$6,460

student clubs and activities

s$senior 19,400 celebration

s$ 6,395 visual and performing arts

73

Our

lumni

891

Engaging our seniors on what it means to be SAS alumni increases the likelihood they will be involved alumni in the future.

249

In January, seniors gathered for a trivia game to learn about who our alumni are, how they can stay connected to SAS and other alumni after graduation, and the benefits of being engaged as alumni.

alumni visits to campus

alumni attended events NYC 35 Houston 93 Dallas 57 Singapore 43 Chicago 21

We then celebrated the end of their senior year in April by joining together with parents of seniors to give them a pizza lunch and alumni swag, and encouraged them to keep in touch with SAS in the future.

Our final farewell and encouraged seniors to reflect on their SAS experience and to stay connected on social media, attend events, and communicate with the alumni relations office.

Reinforcing these strong bonds will help our graduating seniors to be engaged alumni.

In a large and diverse alumni community, anything can happen. Two alumni from the 1970s, who hadn’t seen each other since that time, serendipitously reconnected at an alumni event. One alumnus, a recent college graduate, met another alumnus who works at one of the companies he is targeting as part of his job search. As these examples demonstrate, relationship and engagement with SAS matter.

REPORT 2016-17

Hundreds of alumni in the past year have come together due to the initiative of their classmates.

Alumni-led events have taken place in Boston, Chicago, Houston, London, Nashville, New York, San Francisco, Taipei, and Washington DC.

As an alumnus, staying engaged with SAS keeps me connected to a tight-knit community of alumni and alumni families who provide friendship and support in nearly every part of the world. Like many SAS alums, my journey since graduation has included moves to several countries and the SAS community has been my second family everywhere I go. An SAS alum sponsored my first job interview on Wall Street and SAS families have ensured that I never had to spend Thanksgiving alone. Staying involved with SAS has given me the opportunity to connect with and mentor younger alumni and build the SAS community that has given me so much over the years.

Nick Haslett (Class of 2003)

The SAS connection is incredible. It has meant a lot to me to reconnect with old SAS friends and to make connections with SAS alumni I didn’t know when I was a student. I am so grateful for my SAS family and always leave our dinners and reunions feeling happy and thankful for the years I spent at SAS. Julie Vail-Freedman (Class of 1987)

Moving to Singapore and attending this school changed my life in the most positive of ways. Teachers cared, went the extra mile, and made education exciting and fun. I am so grateful to have met so many people from all over the world, and to have experienced their cultures in a non-judgemental environment. It has helped make me the man I am today.

Eric McKenna (Class of 1996)

75

Over the past 25 years we have consulted on over $11 billion worth of school buildings in 47 countries. In my experience, we have rarely worked with a school as ready as SAS to fully utilize their renovated spaces to push the boundaries of teaching and learning innovation. We consider SAS to be a true world leader setting a great example for others to follow.

Prakash Nair, CEO, Fielding Nair International

Sec

tio

n5

Support Lear n

t a h t s m e t Sys

ing

Our

Faciliti s 3,133

students who travel to school on the bus

5,809

work requests received

5,464

new SASCards issued

211

summer works projects completed

1,097,496kWh

solar energy produced

476,332

$

saved through sustainability initiatives since 2010

REPORT 2016-17

Our facilities are a cornerstone of our systems that support learning, and are​c​ onsidered a highlight of the SAS experience.

While we’ve long had some of the best facilities of any international school in the world, we know that with our current direction to personalized learning, our spaces will need to be multifunctional, adaptable, and flexible. We are looking for more ways to incorporate collaborative, interdisciplinary spaces, natural light, indoor-outdoor connections, and places for community.

We also know that we need to plan our facilities so that when they come to the​e ​ nd of their useful life, we are ready to build new spaces that are best for students,​​based upon research and best practice. To that end, in 2016-17 we completed a​f​ acilities master planning process to plan the SAS campus of the future.

We were guided by a set of design principles developed through a community-informed process the​​year before. This set of priorities for​​our long-term facilities master plan include aligning our campus with our vision​​and strategic plan, reflecting the school’s brand, strengthening teacher PLCs,​​seamlessly connecting the outdoors to learning areas, integrating sustainability,​i​ncreasing community engagement, interspersing satellite cafes to enhance​​student dining, and optimizing traffic and parking.

Throughout the 2016-17 year, teams of faculty, students, parents, board​m ​ embers, and an architectural team created ​smaller scale, immediate projects that will allow us to experience in the short term​​the learning environment we eventually want to implement throughout the​​school. They will enable more inquiry-based learning, collaboration, and​​interdisciplinary studies.

Our first pathfinder projects, completed in August 2017, will reimagine some of our kindergarten and sixth grade classes, our new kindergarten Chinese immersion program, and the high school Center of Innovation.

As we strive to provide the best possible educational experience for our​​students, we know that we need to carefully balance pedagogy, practices, and​f​ acilities. We are committed to investing in strategies and facilities that we know will ensure​​high levels of learning and encourage the individuality of each student.

79

Our

Fina ces SAS is incorporated in the Republic of Singapore and recognized under the Singapore Charities Act. School operations comply with high standards of financial accountability and transparency. It is important to note that as a nonprofit institution, SAS must use any financial surplus solely for the betterment of the school. This means that every dollar of school fees supports our staffing and improves our facilities and programs. Current parents and faculty are automatically members of the school and participate in its governance by electing the school board. The school board oversees the superintendent, and the chief operating officer works under his direction to implement the decisions of the board and its committees and to ensure that resources are managed efficiently and responsibly.

We are pleased to report that our audited financial results for the 2016–17 school year compare favorably to the budget approved by the board in March 2016. Enrollment numbers remained strong and exceeded budget despite continued excess capacity at competing schools. Operating expenses were also favorable to budget due to the deferral of several planned summer works projects, and despite adjustments made to salaries and benefits to improve the school’s competitiveness in attracting and retaining talent. The sale of school investments resulted in a realized gain which was reinvested, and is included in other income revenues. Overall, the total surplus amounted to S$13.2 million favorable to budget. Adjusted for fundraising and investment income variances, the actual operating income variance was approximately S$11.3 million, or 7 percent of budgeted revenues. All surpluses were allocated to the endowment to provide for the continued financial wellbeing of the school.

5% 3% 3%

0.6%

planned reserves

75%

technology administration

69%

research & development

salaries & benefits

6%

school fees

other income

8%

School -Wide Expenses

learning resources

12%

campus operations

Percentages of school-wide costs were similar to last year, with salary and benefits costs rising by 2 percent to 69 percent. Campus operations costs dropped by 4 percent, learning resources costs rose by 2 percent, and planned reserves allocations rose by 1 percent. As our research and development exercise reached the implementation stage, these costs fell to less than 1 percent. Technology and administration costs remained constant at 3 percent each.

REPORT 2016-17

12%

annual facility fees

School -Wide Revenues

7% registration fees

Enrollment-related income comprised 97 percent of total revenues. Donations, investment income, and the guaranteed placement program fees contributed to the remaining 3 percent.

57.8m

59.7m

33.1m 24.4m 0.5m 17.2m

19.8m

8.2m

4.9m

1.4m

25.9m

11.2m 25.6m

30.8m

28.9m

37.8m

56m

67.5m

79.2m

94.5m

103.3m

110.8m

Endowment Balance During 2016–17, the school board reviewed our three reserve funds and decided to combine them into a single pool called the endowment. The board’s investment advisory committee oversees the endowment, allocating the funds over five asset classes with a long-term investment horizon. Endowment funds are split between restricted and unrestricted, with restricted endowment money reserved for specific purposes: operating reserves to meet our financial obligations in case of sudden unexpected downturn in enrollment; facilities reserves to help pay for major campus projects; and donor-directed gift funds. Unrestricted funds may be applied to priorities the school has identified.

Committee for Private Education Like all of Singapore’s Foreign System Schools, SAS is regulated by the government through the Ministry of Education’s Committee for Private Education (CPE). The CPE’s regulations ensure that all private and international schools in Singapore are committed to financial solvency and that families selecting these schools understand their tuition and fee obligations. We are proud to announce that in June 2017, SAS was granted a new, six-year registration as a Private Education Institution (PEI), the longest registration period awarded by the CPE. Annual Financial Audit One of the board’s responsibilities is to ensure that an annual audit of financial accounts is carried out. This audit takes place each summer and its results are available for parents to review before the annual general meeting.

Approval of the audited financials is an important element of the AGM. Committed to healthy finances today and tomorrow We take seriously our responsibility of managing the resources entrusted to us by the parents of current and former students. The strong state of the school’s finances reflects the continued efforts of the board and the administration to maintain and improve the school’s long-term financial health.

81

Our

hilanthropy

14%

of parents made a gift of any size

$4m funds raised

SAS was built on philanthropy, with donations from businesses and individuals providing the funding for the school’s startup in 1956. More than 60 years later, charitable gifts still play a crucial role in the SAS experience. As we inspire the leaders of tomorrow, we have a responsibility to provide them with both an exceptional education and an outstanding experience. Donor support makes this possible, enabling us to offer a wide range of diverse educational and co-curricular opportunities that meet the needs of our students and faculty.

Special projects to be funded by the generosity of our community: High school college counseling

Experiential learning opportunities for middle schoolers Reserves Policy: SAS Foundation (Singapore) will maintain 25% of annual revenue as reserves, subject to an incremental cap of $50,000 each year and an overall cumulative cap of $120,000.

Reserves Investment Policy: Reserves will only be invested in cash, in fixed deposits, and high-liquidity investments.

Conflicts of Interest Policy: Directors of SAS Foundation (Singapore) will submit their conflict of interest disclosure statement upon assuming office and at least annually; either by affirmative disclosure in which directors state that they do not know of any potential or actual conflict of interest, or by full disclosure of their outside interests. To see the policy in its entirety, please visit http://bit.ly/ sasconflictofinterest Executive management: The SAS Foundation Ltd has no paid employees.

Audit: We will make available the audited accounts of the SAS Foundation Ltd to interested parties upon request to sasfoundation@sas.edu.sg.

Chinese immersion program development, beginning with a firsttime cohort in 2017-18 year

Improvement to elementary playgrounds

I see firsthand how our advancement funds impact student learning and projects. In the past two years, teachers have been able to build 16 Advanced Topic courses with funding for strategic partners who regularly work with teachers and students. Advancement funds have also been used to support individual and group-based Catalyst projects where students are able to engage in real-world experiences that normally would not be possible, providing them with amazing possibilities.

Finally, advancement funds have helped our programs to excel by employing industry experts who have strengthened our development.

Advancement funding has had a big enough impact on the Center of Innovation programs that my wife, Colleen, and I have chosen to donate to the SAS Foundation for the first time this year. We are excited and confident in knowing that our money will directly impact student learning and innovation.

Dennis Steigerwald, Center of Innovation Coordinator

REPORT 2016-17

My understanding of the SAS Foundation started two years ago when I became a donor and attended several activities organized by the foundation. I gained insight into the role the foundation played in the development of the school and wished to contribute to this meaningful cause. During that period, I noticed that the Chinese community has limited understanding and involvement with the foundation, which was different from my personal experience with Chinese parents.

In my impression, Chinese parents are very committed and enthusiastic when it comes to their children’s school activities.

For example, in the International Fair organized by the PTA, the China booth started its preparation six months before the event and hundreds of Chinese parents supported it, either directly or indirectly. Due to the strong support, the China booth ranked number one in fundraising for two consecutive years. With the help of Dr. Chip Kimball and Ms. Sarah Morris, I organized an activity to introduce the SAS Foundation to our Chinese community. In the subsequent annual giving season, the donations from the Chinese community increased significantly and ranked first in school. With this, I strongly believe our school has no lack of enthusiastic supporters. As long as there is good communication with parents, encouraging their trust and confidence, together we can develop the full potential of the school and the foundation.

SAS Foundation Board 2016-17 (Singapore) Ray Zage, Chair Clarice Chia Woodworth, Vice Chair Brian O’Connor, Treasurer Peng Huat Ang Georgina Bach Wing Kwong Chan Anita Fam Chrissy Luo Regina Salathe Astrid Salim ‘96

Chrissy Luo, Parent

Jacqueline Seow Christopher Tan

SAS Foundation Board 2016-17 (USA) Rudy Muller, President Nick Haslett ‘03, Vice President Haywood Blakemore Shelley DeFord Erica Dewan ‘95 Anish Jain ‘02 Crystal Hayling Chip Kimball Brent Mutsch Deirdre Simon, Secretary Sean Wallace

83

2016-17 the SAS Foundations

Honor roll of DONORS

Member of the eagle society1956 CIRCLE S$50,000 AND ABOVE Tim Chen and Chrissy Luo Brooks and Laura Entwistle Vikram and Shruti Hora

Saurabh and Shraddha Mittal Sameer and Yamile Sain Helman and Maria Sitohang

Kenji and Astrid (‘96) Taira Ray and Kaori Zage David Zemans and Catherine Poyen Zemans

eagle society Benefactor S$25,000 - S$49,999 Anonymous

Alvin and Juanita Hew

Rick and Michelle Scurfield

Yen Yeo and Jenny Chen

Alan and Christine Miyasaki

Phillip Widjaja and Patricia Kaunang

Michael and Shelly Dee

Kishore and Anjali Moorjani

Adrian Woodworth and Clarice Chia Woodworth

eagle society Patron S$10,000 - S$24,999 Gerard and Dominique Ah-Hot

Kevin and Amy Gould

Alston Salim ’05

Anonymous

Nick Haslett ’03

John Shen and Jessie Liu

Jeremy and Georgina Bach

Chip and Cheryl Kimball

Cheng Teik and Betty Tan

Fanny Barki

Michael Langlois and Anita Tan

Jessica Welirang

Wing Kwong Chan and Vivian Liu

Kaling Lim and Seok Yee Lau

Bang and Tina Trinh

Su Choi and Kelly Kim

Rudy and Andrea Muller

Michael and Claire Wahl

Debashish Dutta Gupta and Shobha Punukollu

Yoshiaku and Hiroe Murakami

Mars Wang and Diane Gao

Brian O’Connor and Nancy Menayang

Adrian and Carol Yeap

Guy Elliott and Noemi Nemes Xinqiang Ge and Jiaohong Ban Eck Kheng Goh and Anita Fam

Fumio and Maki Osanai Evgeny Tugolukov and Natalya Pavchinskaya

eagle society Fellow S$5,000 - S$9,999 Ehab Abou-oaf and Gina Elzoheiry

Tim Holland and Mae Loon

Kim and Birgitte Rosenkilde

Pankaj and Garima Agrawal

Craig and Sara Johnson

Samba Natarajan and Vidya Sambamurthy

Anonymous

Brian and Tina King

Matt and Liliana Dearth

Young Bae Ku and Lucy Gee

Shailendra Singh and Svetlana Dunaevskaya

Judson and Anne Duncan

Wei Lin and Qiuli Ji

Claudio and Yee Mei Facchini

Scott and Maria Luedeke

Tetsuichi and Kaoru Fujiwara

Ilian Mihov and Ralitsa Peeva

Marty and Kathy Goossen

Takashi and Hanako Ohtani

Jie Zhang

Steve Payne and Tamera Fillinger

REPORT 2016-17

Christopher Tan and Chantal Wong Samuel and Natalie Vulakh Bob and Ann Marie White Tim Zee and Wen Li Tang

eagle society Friend S$2,500 - S$4,999 Anonymous

Steven and Rebecca LaNasa

Paul Setiabudi and Devy Farial

Chris and Joan Fix

Wei Liu and Weiling Wang

Amit and Spradha Sinha

Qiang Fu and Bo Pu

Christina Natalie Loh ‘04

Nick and Jennifer Sparrow

Michael and Britt Garrison

Kevin Lu and Joanna Wang

Scott Sullivan and Anna Marrs

Taizo and Yumiko Hasebe

Nirad Mehta and Vaishali Hodarkar

Bin Sun and Doris Wu

Alex and Anouk Hungate

Scott and Sarah Morris

Wei and Helen Xiong

Yoshihiro and Nozomi Kaneda

Luciano Severo Rodembusch and Lise De Souza Megan Yem Mota Rodembusch Zheng Yuan and Qing Xie Allan Park John and Helen Zhang Rajiv Ramanathan and Arpana Vidyarthi

Manish and Mudra Kapoor Shumit and Ritu Kapoor Anand Kumar and Teresa Mariappan

eagle society Member S$1,000 - S$2,499 Ravi and Sunanda Agarwal

Jeffrey and Cynthia Gondobintoro

Sei Young Oh and Kyong Mi Jheon

Sundi Aiyer and Ruma Balasubramanian

Evy Gozali ’97

Craig Olsen and Joanna McIlroy

Kyle (‘02) and Leah Aldous

Tim and Diane Greisinger

Thomas Olsen and Paula Amadei de Olsen

Peng Huat and Swat Ang

Arjun and Adeline Gupta

Sergei O’Saerang ’95 and Herlina Lim ’96

Anonymous

Kyu Shik Hahn and Eui Jeong Song

Bill and Margaret Poorman

Rahul and Kristine Arora

David Hamilton and Jessica Blaustein

Prabhakar Rajagopal and Uma Prabhakar

Chris Beingessner and Brenda Baisley

Jing Han

Shiv and Reshma Puri

Prashant Bhayani and Dimpel Doshi

Jimmy He and Stella Sun

Shekhar Rapaka and Sujata Hodarkar

Rob Bier and Elaine Yew

David Hoss and Michael Fiebrich

Gagan Rastogi and Neetu Jain

David Boen ’71

Dwight Hutchins and Maria Castillo Ruiz

Paul Rathband and Buan Yeo

Mark and Kathleen Bonaguro

Susumu and Etsuyo Ito

Chris Raymaakers and Robin Balshaw-Raymaakers

John and Stephanie Bradshaw

Jiang Jiang and Bei Chen

John Redick and Pauline Nelson

Garth Bregman and Mina Ohuchi Bregman

Jonathan and Jodi Jonis

Matthew (‘95) and Vicki (‘95) Rogers

Jeremy and Willow Brest

Tom and Catherine Keenan

Ashish Saksena and Sonal Priyanka

Robert and Kate Brundage

Aaron and Shirley Kim

Greg and Regina Salathe

Ron Starker and Kate Bucknall

Alex and Claudia Kimura

William and Martha Scarborough

Scott Burnett and Rachel Whittlesey

Benjamin and Kathy Kwak

Vivek and Simmi Sekhar

Susan Ewert (‘73) and Jay Butterfield

Ranjit and Gauri Lakhanpal

Yong Shi and Sherry Sheng

Dingjie Chang and Helen Xu

Sally Lean

J Mark Shields and Mami Hirota

John Chang and Emily Weng

Brad Levitt and Selena Freese

Rohan and Jyoti Singh

Young Chang and Haiyan Liu

Wen-Chi Liao and Hui-Chen Chen

Mike and Vanessa Spier

Don Chen and Ingry Tai

Tai Tian Lim and Ying Ying Chen

Ben Stewart and Alana Triscott

Jianqiang and Jie Chen

Joe Liu and Leah Cai

Tim and Mona Stuart

Min Chen and Greta Zhao

Shui Liu and Yan Sun

Hemant and Nimeesha Takalkar

HH Chiang and Hui-Wen Chang

Zhimin Liu and Ling Yang

Jeffrey Tolk and Astrid Tuminez

Pedro Peixoto Fernandes Mendonca and Karine Ziyan Dong Souza Collese Fernandes Mendonca Robin Loh and Rebecca Hing Jason and Beth Cone Tomer Loiter and Verena Siow Dickon and Ito Corrado Stephen and Lai Ly Shelley and Phil DeFord Donald and Sophie Macintyre Shiv and Roopa Dewan Tarun Mahrotri and Bhavani Krishnamurthy Roy Diao and Grace Young Shawn and Amy McBride Sydo Do and Michelle Hwang Kevin and Kellie Meehan Todd Elliott and Claudia Mansilla-Elliott Trip and Jennifer Meredith Darin and Sara Fahrney Chris Misner and Crystal Hayling Junaid Farooq and Sujatha Venkatramanan Apoorva and Alka Misra Thomas and Dina Fuller Harsh Modi and Shilpa Agrawal Shawn Galey and Katherine Krummert Shamik Mukherjee and Rohita Rajkumar Kay Cheong Gan and Swe Ting Lim Brent and Maggie Mutsch Mark and Mary Garvey Nas Muzayyin and Pris Goh Jake and Dru Gearhart Raj Nair and Karen Lim Jacob George and Levy Goenawan Kellar and Dee Nevill Aurobindo and Swastika Ghosh Dennis Ng and Maria Liang Eck Meng Goh Ryan Nguyen and Duong Luu

Erik Torjesen and Karen McDowell Ashish and Ma Cherry Trivedi Steven and Asa Tucker Sean and Lisa Wallace Jungang Wang and Linda Huang Cindy Watters Tze Wee and Oi Yee Wee Feng Wei and Na Guo Paul Welsh and Lauren Mehrbach Anthony Wong and Rachel Khor Xi Wu and Xuemei Dai Chan Yoon and Hye Eun Yoo Mazen and Lina Zahlan Naxin and Jian Zhang Yong Zhang and Ping Shu Gang and Qiong Zhou Lian Zhou and Jie Li Ziwei Zhou and Audrey Pang

85

Individual < S$1,000 Paul Adkins Punit and Shikha Agarwal Sudhir and Neetika Agarwal Anonymous Niranjan and Deborah Arasaratnam Suzanne Heathorn Eric and Kate Baca Ravi Balakrishnan and Suganya Jagannathan John and Shari (’98) Barnidge Subir and Pavneet Bector Doug Behse Amy Bell Laurent Benissan and Anne Boinot Benissan Joyee and Aruna Biswas Stephen and Jodi Bonnette Harry Boot and Jackie Cragg Boot Megan Boynton ‘89 Ronald Brett and Jiamin Yue Greg and Vicki Bunker Adam and Allison Burden Zhuohan Cai and Emily Dai Luis and Patricia Campedelli Treena Casey Steve and Lauren (’01) Centrella Anuratna Chadha and Reshmi Sehgal Sriram and Kavitha Chakravarti Anka Chan and Yuko Tamaki Mouli Chandramouli and Swathi Swaminathan Stephane and Maryanne Chauvel CJ Chien and Elaine Ting Shilpi and Kavita Chowdhary Henrik and Karen Christiansen Simon Clarke and Cathy Casey Russell Cooke Jeanne Craig Nigel Cummings and Anne-Marie Russell Joshua and Leigh Curnett Min Dai and Yanling Guo Wade and Camille Dawson Tony Day and Sarah Weiss Phil and Kuniko Decker Yantao Deng and Gillian Tian Kevin and Louise Donaghey Matt and Debbi Elms Amir and Nathalie Emami Doug Fagan ’05 James Fan ‘10 Keith Ferrell and Annika Dahlgren Daniel and Ana Maria Gach Daniela Garza ‘08 Abesh and Yasmin Ghale Daniel Gioia and Romy Tincopa Grados Zhaorui and Zhaobo Gong Daniel Green and Beth Toole Patrick and Becky Green Jim and Beth Gribbon Christian Guinot and Iryna Severenchuk Sanjiv and Asha Gupta Dominik Hager and Jwee San Tan Sami and Tanja Halabeya Michael and Joanna Hambrick

Jon Hansen and Erica Simons Harish Venkatesan and Subhashini Krishnamoorthy Shuangchi He and Fan Yu Bob Helmer John Hui and Pamela Hui Siow Scott and Tara Jackson Anish Jain ’02 Marcos and Daniela Jank Vikas Kalia and Sarita Talwar Jimmy Kan and Kimiko Akamo KH Kang and Cecilia Park Sameer and Priyanka Katiyar Carlos Katsuya and Ana Torres Monteiro Katsuya Mack and Nuzhat Kazi Don Kennedy and Suzanne Sim Arshad Mir and Huma Sadatulla Tony Khoo and Ginny Leong Jay Kim and Katie Lee Jong Ha Kim and Ji Soo Park Sam and Jessica Kittismidh John and Diane Knox Jorgen Kokke and Anna Radelaar Jeffrey and Jennifer Koltutsky Vincent Kou and Mei Wang Amit Kunal and Shradha Nayan Paul and Judy Kwan Nicholas Laveris ’79 Owen and Melissa LeBourdais Daniel Lee and Lilis Pang Tom Lee and Lisa Tham Karby Leggett and (ZJ) Zhou Jie Zhou Bill and Lily Lewis Shang Li and Chang Ching Liu Xuesong Li and Wenlan Qian Hendrik Lim ‘99 Suresh Nair and Maureen Castro Vega Ying Liu ‘99 Zhun Liu and Maggie Zhu Larry and Leah Llamzon Dan and Jenny Loeb Mike and Julie Loth Ajay Makhija and Laura Tuttle Jeff and Joy Marino Christopher Marshall ‘98 Brandon and Cristie McClain Dennis and Terri McComb Daniel and Lori McConaghy Philip Meehan and Amy Zuber Meehan Manish Mehta and Payal Jain Byoung Uk Min and SK Yoon Sachin and Swapna Mirashi Natalie Muller ’10 Nikhil and Pavini Nath Tuan Nguyen and Anh Le Nu Hoang Claes and Lena Norr Mike and Rachael O’Connor Tomo and Maria Oda Noreen O’Donnell ’73 Nathan and Sammie Oliver David Ong and Jessie Chou Dewang Pan and Linjin Lu

Rahul and Radhika Panday Atung Sofyan and Leanne Pepple Kent Peterson and Susan Sedro Kevin Plumberg and Heather Hsieh Alfred Pong and Pinky Hsia-Pong Jason Qin and May Zhang Robert Quek and Siok Hui Sim Kurt and BJ Rademacher Jagresh and Rajkumari Rana Chaitan Udipi Rao and Mallika Shankar Narayan Matthew and Cathryn Ray Evan Resnick and Barbara Callaghan Andrew and Beth Robinson Geoffrey and Heather Rodocker Kenny Rosche ‘04 Jyotirmoy and Prabha Saha Tony and Monica San Jose Ken Schunk Barry and Janice Searles Bhavesh and Nita Shah Sandeep and Supriya Sharma Tiri and Susan Shaw Marshall Shen and Lily Fan Albert Sheu and Charlotte Wang James and Rosa Shin-Gay Arief Sidarto and Merlina Hiu Kris Sidharta and Lisa Wan Chris and Mako Smith Tim Smith ‘89 Marco and Ana Sousa Gavin Fabien and Sherry Spaccarotella Adam Sprankell (‘92) and Suger Britches Li Peng Koh Dennis and Colleen Steigerwald Sukumar Rajah and Priyamvada Sukumar Alex and Amy Sun Cynthia Sung and Neil Clarke Hope Tanudisastro ‘17 Sadewa Tanudisastro and Sri Mulyani Affandi Eric and Amy Thompson Zak and Heather Ungerman Raju and Reema Uttamchandani Fuhui Wan and Xu Mei Mao Richard Watson and Isabelle Berman Parthenay Anne Wenstrom Kurt and Veronica Werhane David and Anne Wilhoit Jonathan and Junko Wise Amanda Wood Yaozhong Wu and Jinping Fan Juchuan Xu and Junhui Teng Elmer and Shirley Yanga Yuren Yuan and Hongying Chen Heng Yue and Leng Yan Juan Jose Zevallos Vidal and Viviana Zevallos Bruce Zhang and Iris Lin Changfeng and Ying Zhang Morgan Zhang and Ying Chu Paul Zhang and Tracy Cui Tim Zitur and Lisa Tay-Zitur

Lands’ End Inc Mercer (Singapore) Pte Ltd Nike Oaks Christian School SAS Golfers SAS Parent Teacher Association

Shell Oil Company The Hoglund Foundation The SAS Lunch Bunch Room Tiffany & Co Yeap Transport Pte Ltd

Organizations Alliance Bernstein American Tire Distributors Capital International, Inc. Caterpillar Asia Pte Ltd Emerson Charitable Trust Hoe Brothers Catering

REPORT 2016-17

87

WWW.SAS.EDU.SG WWW.FACEBOOK.COM/SINGAPOREAMERICANSCHOOL 40 WOODLANDS STREET 41 SINGAPORE 738547 (65) 6363 3403 Singapore American School CPE Registration Number: 196400340R Registration Period: 22 June 2017 to 21 June 2023 Accredited by the Western Association of Schools and Colleges