Singapore American School Annual Report 2013-14 by Singapore American School

A W o r l d L e a d e r i n E d u c at i o n

C u lt i v at i n g E x c e p t i o n a l T h i n k e r s

Prepared for the Future

CONTENTs SECTION 1 2013-14 IN REVIEW

Timeline

SECTION 2 A VISION FOR LEARNING From the Board Chair From the Superintendent Institutional Commitments Overview of Learning at SAS Research and Development WASC Accreditation Integrated Technology

10 12 14 16 18 20 22

SECTION 3 AN EXEMPLARY AMERICAN EDUCATION Curriculum Overview Elementary School Middle School High School Assessing the Results Support Services SpeakerSeries@SAS Academic Visitors-in-Residence Extracurricular Activities

26 28 30 32 34 38 40 42 44

SECTION 4 AN INTERNATIONAL PERSPECTIVE World Language Interim Semester Classroom Without Walls Service Learning

50 52 54 56

SECTION 5 THE SAS FAMILY Admissions Faculty Demographics Parent Teacher Association Booster Club Alumni Relations

60 62 64 66 68

SECTION 6 FACILITIES

Facilities, Renewals, Conservation

SECTION 7 RESOURCING AN EXCELLENT EDUCATION Financial Review Financial Statement Philanthropy SAS Foundation Donations

82 84 86 90

SECTION 8: THE SAS STORY Telling the SAS Story

02 14

Elementary and Middle School R&D Teams Visit 20 Innovative Schools Throughout the US

October SAS Launches Solar Panel Array and Garners Singaporeâ&#x20AC;&#x2122;s Solar Pioneer Award

December

September 945 Middle School Students Journey to Classroom Without Walls

2013

13 20

November

35 Students Present the Second Year of Senior Projects

August

840 New Students Join SAS

21 January

SAS Shines in Release of PISA Results

March

April

Star Appeal Gala Raises More Than $1.2 Million for the Annual Fund

18 16

PTA Raises $130, 000 at its Annual County Fair

May

June

WASC Visiting Committee Reviews SAS Accreditation Self-Study

273 Seniors Graduate as Part of Our 56th Graduating Class

February

1,200 High School Students Embark on Interim Semester Trips

25 19

July Summer Break

2014

SECTION 2

A VISION FOR LEARNING 8

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From the Board Chair Catherine Poyen Zemans Chair, SAS Board

It is an enormous privilege to join with the superintendent and other members of the SAS Board in leading this great school. I consider it an honor to chair the board for many reasons. First is the opportunity to work closely with Dr. Chip Kimball. In only two years, Chip has already demonstrated that he is a forwardthinking leader, committed to excellence and to working with the faculty and administrative team to innovate and ensure that SAS serves the needs of our students. This report details the work of just the past year and underscores not only our many successes but also the incredible amount of work every member of the school has undertaken towards improvement. We are indeed fortunate to have Dr. Kimball leading a dedicated team of faculty and administrators at SAS. The second is working with a large number of extremely talented parents. You may not realize how extraordinarily dedicated members of our board are: they spend hours and hours, both in and outside of board meetings, working to support, protect, and improve the school. Over the years we have worked hard to foster an environment of collaboration and open inquiry as we execute our principal responsibilities: overseeing the work of Dr. Kimball; managing the finances of SAS now and for future generations; charting the school’s strategic direction in collaboration with the extraordinary

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faculty and leadership at SAS; and fundraising to achieve our vision of being a world leader in education, cultivating exceptional thinkers, prepared for the future. And the third is the privilege of continuing in a long tradition of parents giving back to SAS. Our school community today is the result of a long and rich tradition of volunteerism and a shared understanding that everyone must give what they can to SAS – be that time or financial support – to support the innovative work of today and to leave a legacy for students in the future. Today’s students are the beneficiaries of prior generations of parents who gave selflessly to the school and of the generosity of parents and corporations whose financial contributions continue to benefit students today. Without their support, their donation of land, and their vision for the future of SAS, we would not be able to enjoy our wonderful Woodlands campus without significantly higher tuition. I consider it an honor to pay it forward and I see similar dedication in parents throughout the school involved in the PTA, the Foundation Board, the Booster Club, SACAC, the Investment Advisory Committee, Star Appeal, and in individual classrooms, each of them making a difference in the lives of SAS students today and contributing to the future. SAS has been tremendously successful since its inception, but it has never let past success

impede the school’s progress. Every institution must innovate, while remaining true to its core principles and values. Innovation is essential in order to move forward, and SAS needs to evolve to remain relevant. Our robust and collaborative research and development process is a perfect example of tradition blending with change – and like all of our initiatives, it rests on the desire to improve the education and experience of SAS students. We are very fortunate at SAS to be able to build on a remarkably solid base. The school is in wonderful shape, with fabulous applicants, outstanding faculty, a campus that still takes my breath away, and, of course, students who go on to lead successful and meaningful lives. When we get bogged down in details of decision-making, Chip often reminds the board to think about the students. SAS students continue to be an inspiration, and our alumni confirm that the school’s influence endures long after students leave SAS and Singapore. I know I speak for my fellow board members when I thank you all for the privilege of serving SAS. We strongly encourage each member of our community to contribute to the school as they can, to attend school meetings and functions, and to continue to build our community together for the benefit of our students.

2013-14 SAS Board Members Paul Bernard Oral Dawe Crystal Hayling Devin Kimble Ashok Lalwani Kevin Meehan Catherine Poyen (Chair) Brent Smith Cynthia Sung Anita Tan-Langlois Sincerely, Catherine Poyen Zemans Chair, SAS Board

Astrid Tuminez Maria Warner Wong

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From the Superintendent Dr. Chip Kimball Superintendent

The 2013-14 school year was a tremendous year of learning and progress at Singapore American School. Since our founding in 1956, one of the hallmarks of SAS is our deep commitment to providing our students with the best educational experience possible. That commitment has only grown through the years and continues to prepare students not only for success in college, but for success in life. All of our work in the last year was completed in the context of our vision: a world leader in education, cultivating exceptional thinkers, prepared for the future. In 2013-14, we defined seven desired student learning outcomes - character, collaboration, communication, creativity and innovation, critical thinking, cultural competence, and core knowledge â&#x20AC;&#x201C; which when consistently demonstrated by our students will tell us that we are successful in our work. We worked throughout the year to fully develop six institutional commitments that will enable us to successfully teach and assess those very learning outcomes. Our commitments are to: deliver great teaching and learning for every student, every day; implement a common, guaranteed

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viable curriculum; use evidence of learning to inform practice; integrate technology; foster a healthy organizational culture; and collaborate through professional learning communities. We conducted a strategic review and received outside feedback through our accreditation process with the Western Association of Schools and Colleges. We were once again awarded the longest accreditation term possible. Our accreditation indicates that we are worthy of the trust that you place in us to provide high quality learning opportunities, with the added requirement that we clearly demonstrate a commitment to continual self-improvement. We also completed a support services review that reflects our commitment to investing in learning resources for students who need support and enrichment for those students that surpass the curriculum. Schoolwide, we continued in a multiyear process of change through research and development that has allowed the school to fulfill its mission and its potential in a whole new way. While this work will continue for several more years, our dedication to innovation and to improving already stellar teaching practices has resulted in an even better learning experience

for our students. And when it comes right down to it, the students that we serve are the sole reason we exist. Our campus teems with life at every grade level. Our students have the opportunity to truly explore their interests and develop their passions through an astounding variety of subjects and course levels. With an abundance of extracurricular clubs, activities, and sports, students are able to connect with each other, serve their community, and pursue excellence outside the classroom. Over the last year, these opportunities all translated into academic and personal success for our students. SAS students continue to be successful by every measure. Last year, our student test scores were well above peer scores in both the region and the United States, our graduates were accepted to outstanding universities, and students found true meaning and purpose in their learning. Much of our work last year will provide the framework for a new strategic plan that will guide us in the years to come. This strategic work will focus on a culture of extraordinary care, a culture of excellence, and a culture of possibilities, and will in

turn create optimal learning and performance for all. Every day, our community lives our mission to provide each student with an exemplary American educational experience with an international perspective. This annual report is our opportunity to assess our progress of that pursuit. The following pages outline our schoolâ&#x20AC;&#x2122;s journey over the last year and help us to determine whether we are truly meeting our goals for student learning. Serving as superintendent at Singapore American School has been one of the greatest and most fulfilling challenges of my professional career. I am honored to work with such a committed, passionate faculty and staff, a diverse and active parent community, and most importantly, engaged and dedicated students. This has been an incredible year, thanks to all of us working together under a powerful vision and mission. We are committed to ensuring that SAS students not only get a great education, but that their experience with us will positively change their lives.

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Singapore American Schoolâ&#x20AC;&#x2122;s

Institutional Commitments Robert Landau Deputy Superintendent

A successful organization like Singapore American School is built on a firm foundation, not just with brick and mortar, but also with research-based ideas, models, and concepts. It is vital that our administrators and teachers use the same roadmap to achieve our mission and vision. Our North Star is what we call the six institutional commitments. The six institutional commitments are just that - our individual and collective obligations and promises that ensure the optimal learning environment for our students. These are the ingredients necessary for our institution to remain successful and competitive. These six ensure high standards while allowing us, through research and development, to continually adjust and change to meet the needs of our 21st century learners.

1.Great Teaching - Every Student, Every Day We believe that every student possesses an extraordinary capacity to learn. Today, teachers understand there is no one-size-fits-all strategy to teach every student. It is vital that teachers are flexible and responsive to their studentsâ&#x20AC;&#x2122; needs, learning styles, personalities, and passions. Cultivating more individualized relationships is also important so that students feel included and challenged - so that they can all succeed.

2.Common, Guaranteed, Viable Curriculum A guaranteed and viable curriculum is one that guarantees equal opportunity for learning for all students. It guarantees that the curriculum being taught is the curriculum being assessed, which means that there are clear outcomes for student learning and that teachers have an expert knowledge of pedagogy. Similarly, it guarantees adequate time for teachers to teach and for students to learn.

3.Evidence of Learning How do we know if students are achieving their learning goals? We collect evidence of different kinds and on different levels. Through professional learning communities (PLC), teachers are designing and implementing common assessments, collecting and analyzing data, and making decisions on how best to work with students who need assistance or who have already mastered the learning target.

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4.Integration of Technology A 21st century reality is that technology is a vital resource and tool to equip students for their future. The relevant and effective use of technology accelerates learning by making it more customized, collaborative, and expansive. Within this commitment we also teach that with technology comes responsibility.

5.Professional Learning Communities SAS has made an enormous commitment to professional learning communities. According to All Things PLC, a PLC is an “ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve.” PLCs continually ask four questions: 1) What do we expect our students to learn? (2) How will we know they are learning? 3) How will we respond when they aren’t learning the material? 4) How will we respond if they already know it? It is through the PLC that we ensure commitments one through four are an integral part of our school.

6.Healthy Organizational Culture This commitment is necessary for all the other institutional commitments to function. A healthy organizational culture cultivates a culture of respect within a community that supports personal and professional growth, fairness, open communication, and shared values.

In many schools, lofty educational ideas or theories like the six institutional commitments might remain ideas collecting dust on a bookshelf or policy handbook. Not at SAS. We are turning these theories into reality. In 2013-14, teams comprised of principals, deputy principals, Office of Learning administrators, and faculty members “unpacked” the six institutional commitments into rubrics with more detailed indicators that clarify expectations. In the spring, a design team was formed to collaboratively develop a system based on research-based practices to ensure that the six institutional commitments are in evidence. Starting in the 2014-15 school year SAS will introduce the first iteration of a professional growth and excellence process. Teachers will reflect on their practice using rubrics and indicators written for each commitment and data acquired from four sources. In collaboration with supervisors, teachers will grow professionally using data from: • Student growth, • Classroom visits from principals, deputy principals, and other administrators, • Student input from internationally-normed surveys, and • Self-reflection from examples generated by the teacher. Our students are the primary focus of the six commitments and the professional growth and excellence process. It is vital that we all have a clear understanding of what is most important around curriculum, instruction, assessment, and the integrated use of technology. We also believe that the most consistent, effective, and equitable place for ensuring consistency is the PLCs. And finally, the most favorable environment for success is within a healthy organizational culture. Our success in understanding and using the commitments along with a professional growth and excellence process will create and maintain an optimal learning environment for all of our students.

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Overview of Learning at SAS

Desired Student Learning Outcomes Jennifer Sparrow Executive Director of Teaching and Learning

SAS is proud of the results that it achieves in academic terms, but recognizes that academic achievement alone is not sufficient to classify itself as a great school. In the interest of preparing students for academic, professional, and interpersonal success, a great school needs go beyond traditional academics to expand its understanding of what is required of a 21st century education and monitor the growth and achievement in these areas. Through the process of developing the vision and desired student learning outcomes, SAS has identified seven critical 21st century outcomes: character, collaboration, communication, core knowledge, creativity and innovation, critical thinking, and cultural competence. SAS is committed to ensuring that all students attain these critical skills. Through the findings of the WASC self-study, it was evident that although these desired student learning outcomes are addressed to varying degrees at all levels of the school, there were gaps. During the 2014-15 school year, the focus will be on enhancing the explicit teaching and assessment of creativity and character. The focus in 2015-16 will be collaboration and cultural competence and the focus in 2016-17 will be on critical thinking and communication. Â Through our focus on these 21st century skills, we will be cultivating exceptional thinkers who are prepared for whatever their futures bring.

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Core 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 and skills.

CHARACTER Character engages both the heart and mind. It focuses students on how they experience and express themselves with others and ultimately helps them to improve the world around them. Although there are many important components of character, SAS focuses on developing grit, zest, respect, compassion, and integrity.

CREATIVITY Creativity and innovation requires students to think creatively through idea generation, design, and refinement, work creatively with others, demonstrate courage to explore, and implement creative productions and innovations.

Collaboration Collaboration requires students to work effectively and respectfully with diverse teams, exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal, assume shared responsibility for collaborative work, value the individual contributions made by each team member, and work productively for sustained periods of time to develop high-quality products.

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 on learning experiences, processes, and solutions.

Communication Communication requires students to use effective interpersonal skills during conversations and discussion to build positive relationships with others and promote collaborative learning as well as to listen effectively to decipher meaning, including values, attitudes, and intentions. It also requires students to deliver effective oral, written, and media presentations to diverse audiences.

Cultural Competence 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, a positive attitude towards cultural differences, knowledge of different cultural practices and worldviews, and crosscultural skills.

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Research and Development Dr. Chip Kimball Superintendent Dr. Tim Stuart Executive Director of Research and Development and Strategic Programs

The future our children face is complex, competitive, and rapidly changing. We know that Singapore American School must adeptly respond to ensure that graduates are prepared for futures that offer limitless possibilities. Because SAS already offers the very best foundational education available, we have been afforded the opportunity for deep critical thinking and futureoriented work. In 2012, SAS developed a research and development (R&D) strategy to plan for the future. Throughout the 2012-13 school year, 22 high school faculty and administrators visited more than 30 schools in the United States, Finland, and Singapore. Additionally, the team spoke with more than 100 college admissions officers, consulted educational research, and engaged in discussions about the future of education with community members, business leaders, and educational experts. Out of the research group, an eightmember high school development team spent the 2013-14 school year developing recommendations for high school programming, including a new advisory/mentoring program for all students, a senior project requirement, project-based learning courses, a digital learning portfolio

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for all students, new advanced topics course offerings, participation in the College Boardâ&#x20AC;&#x2122;s new AP diploma program, and increased flexibility for a studentâ&#x20AC;&#x2122;s individual course of study. This year, the research phase also extended to the middle school and elementary school. Twenty faculty and administrators were identified in each division to visit innovative schools in the US, Australia, and New Zealand. Three trips took place through the research year and the teams will continue to review research while using the themes identified by the high school as they develop recommendations for their respective divisions. Additionally, a group of early childhood center educators will embark on researching innovative programs in preschool and prekindergarten education during the 2014-15 school year. Our work is not just about what is ahead; we saw changes in teaching practice throughout the 2013-14 school year. More integrated projects were assigned, standards-based assessments were used across grade levels and subject areas, and new classes were developed that align with what we are learning. The school conducted a learning

support review to determine the best support structures for students who need additional challenge or who are struggling, and support services changes will be made accordingly in the coming year. In the elementary divisions, we witnessed monumental advances in student learning through our revamped world language program. Schoolwide technology integration allowed our students to collaborate and apply creativity and critical thinking like never before. The middle school libraryâ&#x20AC;&#x2122;s new green screen and music recording rooms allowed students to explore their interests in meaningful ways. In the high school, several new innovative programs continued to create authentic and relevant learning experiences for our students. In the Film and Acting Ensemble class, students worked collaboratively to create an original film product to compete in international film festivals. And the senior Capstone experience, which allows senior students to create an individualized project based on their passions and interests, proved to offer an incredible opportunity for all our students to use their foundational knowledge to more deeply explore their areas of interest.

At the end of the 2013-14 school year, we initiated the creation of a Center of Innovation in the high school, which will serve as a learning hub for student integration and projects. It will also serve as and a coordination point for many of the important parts of the high school program including Advanced Placement Capstone Seminar, project-based learning, Interim Semester, media services, and more. This work is wide-ranging and has inspired and energized our faculty and staff. We believe this process will continue to position an SAS education as one of the best offerings available in the world. As we continually challenge ourselves to improve our teaching and program offerings, a culture of excellence, a culture of possibilities, and a culture of extraordinary care continues to live at the heart of who we are.

Center Of Innovation

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WASC Accreditation Jennifer Sparrow Executive Director of Teaching and Learning

Singapore American School has been accredited with the Western Association of Schools and College (WASC) for more than 50 years. Being accredited is important for a school because many post-secondary schools will only accept graduates from accredited high schools. SAS received permission from WASC to conduct a nontraditional focus on learning by focusing the self-study on five of our desired student learning outcomes (DSLOs): character, communication, collaboration, creativity and innovation, and critical thinking. Professional learning communities acted as home groups, completing a deep dive into the DSLOs to identify where each one is currently explicitly taught and assessed. Divisions acted as focus groups and met to analyze the results and identify areas of strength and areas for growth. A WASC leadership team that was represented by faculty, classified staff, parents, administration, and board members guided the entire process. The findings of the self-study can be found at wasc.sas. edu.sg. In April of 2014, a visiting committee comprised of twelve educators from other international schools in Asia as well as California visited SAS. A copy of their report can be found at http://bit.ly/WASCCommittee. Based on their findings, SAS was granted another six-year term, which will expire in 2020. Findings from the self-study and visit have been incorporated into the strategic plan that will guide the work of SAS for the next six years.

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Schoolwide Findings from Self Study and WASC Visit

Strengths

Areas for Focus

•

Highly talented and extremely dedicated faculty and leadership

•

Healthy organizational culture & climate

•

Highly dedicated, organized, and committed support staff

•

Effective change leadership

•

Encouragement of innovation and support for creative new practices

•

Effective and transparent communications

•

Well resourced and manages resources with efficiency, effectiveness, and responsibility

•

Explicitly teaching & assessing desired student learning outcomes (DSLOs)

•

Strong commitment to professional learning opportunities

•

Optimize learning for all students

•

Professional learning community (PLC) structure

•

Systemic use of data

•

Committed school board

•

Active and dedicated parent community

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Integrated Technology Jason Cone Executive Director Of Technology

Technology Strategic Objective:

Leadership 4

Conferences/ Presentations

1. 2nd Google Apps for Education (GAFE) Singapore Summit 2. Apple Leadership Tour 3. SAS iPD (Professional Development) 4. iPad Weekend Workshop SAS hosted several technology workshops, conferences, and meetings, demonstrating our leadership in this area.

4 Guest Speakers

1. Robyn Treyvaud (Digital Citizenship) 2. John Burns (iPads) 3. Nicki Hambleton (Visual Note Taking) 4. Bill Frakes & Laura Heald (Photography & Journalism)

Leaders in a variety of educational technology related areas worked with faculty and admin to support their learning.

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Apple Distinguished Educators

Conferences/ Workshops Presented and Led

1. GAFE Summits: Singapore, Hong Kong, San Francisco, Seoul, Kuala Lumpur, Auckland

7 total faculty SAS has one of the largest number of Apple Distinguished Educators for a single school in the world.

Google Certified Teachers

7 total faculty SAS has one of the largest number of Google Certified Teachers for a single school in the world.

2. Learning 2.013 SG 3. Google Teacher Academy: Chicago & Sweden

4. Vietnam IT Conference 5. Digital Learning Asia 6. Apple Leadership Tour 7. iCTLT Singapore 8. ASB Unplugged (IRC) 9. beyondlaptops 10. EARCOS Leadership 12. Apple Learning Academy 12. StrengthsFinder (8) 13. ISTE 14. EARCOS Leadership (1) 15. EdLeader21 Members of the SAS educational technology team presented or led sessions at 32 conferences around the region and the world. This provides exposure for SAS as an innovative institution and demonstrates that we value technology and contribute to the learning of others in this field.

Technology Strategic Objective:

Infrastructure Student Devices

Faculty and Staff Devices

1,412 1,909 376 iPads

Laptops

523

Desktops

SAS has a 1:1 computing program from grades three to 12 with iPads and laptops.

iPads

607

Laptops

261

Desktops

SAS faculty and staff have access to high quality digital tools for teaching, learning, communication, and collaboration.

Apple TV

Google Apps for Ed Accounts

361

Devices

All classrooms and learning spaces are equipped with wireless projection with Apple TVs.

6,900+

GAFE Accounts

SAS uses Google Apps for Education to support innovation, collaboration, communication, productivity, and creativity.

Technology Strategic Objective:

Communities 8

Parent Engagement Events

1. Speaker Series â&#x20AC;&#x153;Tech Talksâ&#x20AC;? 2. Robyn Treyvaud: Digital Citizenship 3. Tech-Focused Parent Coffees 4. ES 1:1 iPad Roll Outs 5. MS Parent Coffee on Laptop Agreements for Home 6. MS 1:1 Parent Handoff afternoons 7. MS Laptop BootCamp Survey 8. Multiple Elementary Parent Events SAS is committed to building a strong partnership with the parent community. SAS educational technology team members and administrators plan regular opportunities to engage with parents at all divisions.

International Research Collaborative

SAS is a member of an international research project gathering data from over 10,000 students

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SECTION 3

AN EXEMPLARY AMERICAN EDUCATION 24

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Curriculum Overview Treena Casey Director of Curriculum

Singapore American School provides a comprehensive and sequential documented curriculum for preschool through grade 12. Curriculum is developed as part of a renewal cycle, and a schoolwide mapping system is utilized. All curriculum is standards-based, aligned to the most current recommendations of professional associations in the United States, and collaboratively developed with faculty to ensure appropriate challenge and rigor. During 201314, renewal efforts resulted in the schoolwide implementation of Common Core standards for English language arts and mathematics. Resources and professional development were implemented in all divisions to support these curriculum areas. Teachers and the math coach led parent workshops in the primary and intermediate divisions (now one of combined elementary school division). Within the context of the professional learning community (PLC), teachers ensure that all students are appropriately challenged and that interventions are in place for students who need them.

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Part of the work of the PLC was to establish agreement on learning targets and common assessment. They also looked at student work and analyzed data to improve student learning, developed interventions for students who are struggling, and developed extensions for students who excel. By sharing instructional strategies that have proven to be effective, student learning improved. An example of an instructional approach where teachers are developing a level of expertise is in the explicit teaching of the math Common Core practice standards. Other examples include the ongoing work associated with readersâ&#x20AC;&#x2122; and writersâ&#x20AC;&#x2122; workshop (the adopted RLA curriculum) and the use of proficiencies to clarify expectations for students in the world language program. With the move to daily world language in elementary grades, students are expected to gain interpersonal communication proficiency. In this program, students are able to articulate their progress and use technology to reflect and assess their skills.

SAS has implemented standardsbased assessments throughout the divisions. With a focus on standards-based assessment, the opportunity to receive feedback on formative assessments, and the move to standards-based grading, students are increasingly well versed in expectations and performance criteria. Rubrics defining performance levels are utilized across the school. In addition to clear guidelines regarding assessment and grading, PLCs use common rubrics and scoring guides to ensure consistency of grading by teachers of the same subject at the same grade level. During 2013-14, information regarding standardsbased assessment practices in all divisions, along with best practices research was made available as an addition to the SAS website (http:// bit.ly/1u2nctd).

SAS is piloting an online student survey tool called YouthTruth. This has been developed in order for students to provide feedback to teachers. The tool was piloted by a group of teachers in the intermediate school, middle school, and high school during April 2014. Full implementation will be in 2014-15. In addition to the PLC framework, departments examined curricular approaches and instructional design. Examples of this include developing math leaders in the kindergarten through grade eight program; collaboration with Columbia Teachersâ&#x20AC;&#x2122; College with the implementation of readersâ&#x20AC;&#x2122; and writersâ&#x20AC;&#x2122; workshop; focus on the character desired student learning outcome in middle school physical education; developing understanding around best practice in high school science and math classes; and examining learning applications utilizing technology. Preschool through grade 12 support services was on cycle for renewal during the 2013-14 year. The support services program provides individual students who have learning differences with the academic and emotional support they require to succeed at SAS.

The renewal process involved representatives including parents, students, and faculty. Research was conducted examining the most current thinking worldwide. SAS sent members of the committee to conferences and workshops, and visited schools that have been recognized as exemplary schools with strong intervention systems. SAS also conducted a comprehensive internal and external audit of the support services program. This included classroom visits, a WASC accreditation review with all support service staff, external auditor visits, parent/student focus groups, and staff/student surveys. The renewal team also tapped into professional networks associated with inclusive international schools of excellence to search for insight and to vet ideas as to best practices to serve our students.

SAS continues to undergo extensive research and development into curriculum, examining best practices around the world in order to ensure each student is provided an exemplary American educational experience. This supports the fulfillment of our vision - a world leader in education, cultivating exceptional thinkers, prepared for the future.

From the synthesis of this collective work and extensive discussion amongst the renewal team, a set of recommendations emerged, which will be detailed in a separate section of the annual report.

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Saturday Open House

Elementary School David Hoss Elementary School Principal

In fall of 2013 the elementary team started planning to bring the primary and intermediate divisions into a single elementary school for the 2014-15 school year. There were several key reasons for moving in this direction: to support the research and development work at SAS (as most elementary programs worldwide are K-5), improve transitions for students, and create consistency and efficiencies across the divisions. For the research and development work this change was particularly important as we focus on 21st century learning. As we critically look at program models, curriculum, teaching practices, building spaces, and innovative learning ideas, it was important to consider how this work, from an elementary perspective, would be approached. Given that most systems worldwide operate from a K-5 model, we wanted assurances that we would successfully compete and innovate as a K-5 elementary program. While we have taken great care in moving students from one division to the other, we recognize that there are benefits in having a single elementary school. Our intent is to improve upward progression through the grade levels and reduce the number of transitions that students will go through within a program. We also hope to improve upon the strong alignment of practices and programs throughout a K-5 model by making seamless connections between grade levels. Additionally, we believe programmatic opportunities will present themselves by being able to

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August

Elementary Back-To-School Nights

approach this as a single elementary school division. While the research and development work for developing a 21st century elementary school model remains the driving force behind this initiative, the timeline for how this will be accomplished and implemented will mean limited changes for the 2014-15 year. We will begin to see the identity of the two former divisions slowly transition out, names will begin to reflect this change through titles such as Elementary K-2 and Elementary 3-5, replacing present signage markers. Additionally, doors within the two areas were painted to reflect a similar color palette, and students participated in this work to take some initial ownership as the new designation of an elementary school moves forward. Another change that emerged out of the elementary school plan focused on the school leadership. There is now one principal, supported by three deputy principals, serving our students, faculty, and parents. The principal will be involved in all aspects of the division, continuing to work with students, teachers, and parents. The principal will direct the curricular programs, budget, and programmatic decisions, while collaborating with three deputy principals. Each of the deputy principals will have specifically assigned roles within the elementary structure and will assist the principal to ensure that quality learning and extraordinary care continue to be the hallmarks of this program. Each deputy principal will be assigned to two grade levels of students and will

Elementary Photo Days SEPTEMBER

United Nations Day

work closely with the assigned grade level counselors to ensure that there continues to be a solid connection between students, teachers, counselors, and the administration. Additionally the principal will work closely with the early childhood center coordinator (preschool and pre-kindergarten) as they begin the first stages of their own research and development work in 2014-15. Through the research and development work, we continue to focus on the extraordinary care for all students as a non-negotiable top priority. The work we are doing will constitute evolutionary change and we will continue to communicate with families regarding any of the changes that might be forthcoming due to this visionary work. Additionally, we will continue to look at quality research and best practices being conducted around the world to drive our work forward. This work is clearly aligned with the research and development work going on within the high school and middle school divisions as well. There is a clear collaboration process among the divisions and a recognition that the success model we are envisioning for our future graduates must begin with the work we do in the elementary division. The elementary school is built on a tradition of strong academic and specials programs which we will continue to develop in the years to come.Â

Goals Conferences OCTOBER

Chinese New Year Celebrations

PTA Book Fair November

December

January

March

Holiday Parties

Pumpkin Patch

Elementary Art Show

Student-led conferences

May

Elementary Play Days

Grade 3-5 Science Fair

Our elementary R&D team of 20 plus members has already visited more than 30 elementary schools around the world. These schools have been using, or are beginning to use, educational models that have been aligned with 21st century learning skills, and are closely tied to our present SAS mission, vision,

and our desired student learning outcomes (character, collaboration, communication, core knowledge, creativity and innovation, critical thinking, and cultural competence). We are excited and energized about the opportunities and challenges that lie ahead. This is a defining time for

Singapore American School. We are working to ensure that our program recommendations will prepare our youngest students for the 21st century challenges that lie ahead for them.

Top Ten List of Elementary SCHOOL Program Highlights Research and Development Trips

Elementary staff participated in visits to exemplary schools around the world.

Strong Literacy Program

The elementary division continued its strong partnership with the Columbia Teachers’ College and their readers’ and writers’ workshop program.

All elementary students receive a balanced offering of music, art, and physical education opportunities.

1:1 iPad Implementation

Technology coaches worked with teachers to plan for a 1:1 iPad and computer initiative throughout the elementary school.

Service Learning

Students in kindergarten through grade five participate in service learning events throughout the year.

ECC Partnership with the Middle School

The early childhood center partnered with the middle school to teach young children proper hand washing and the need to save paper when drying hands.

Visiting Authors/ Artists

All elementary students benefit from visits by renowned artists, authors, and illustrators.

New enVision Math Program

The elementary school spent considerable time reviewing math programs and then implemented the new enVision math program which is closely aligned with the Common Core curriculum.

United Nations Day Celebrations

Elementary Science Labs

Balanced Specials Opportunities

The elementary school unites to celebrate the cultural heritage of each of our elementary students.

Two specialized classrooms are specifically devoted to giving students extraordinary experiences in the field of science.

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Middle School

Classroom Without Walls August

Laptop Bootcamp

Devin Pratt Middle School Principal

How can the SAS middle school ensure that our students are ready for the rapidly changing future they are approaching? The middle school answered this question with a division-wide implementation of a one-to-one laptop program during the 2013-14 academic year. This program ensures that our students have the skills to seek and find relevant, reliable information that they can leverage to communicate, collaborate, and problem solve. Further, it puts professional tools in the hands of the student and teaches them responsible digital citizenship, organization, and effective demonstration of their learning. The success of the implementation was based on the broad involvement of teachers, students, and parents. All students underwent an intensive two-day laptop boot camp prior to receiving their laptops. Teachers set clear guidelines and expectations for the students, and adults modeled and demonstrated responsible use. Parents were kept informed through course homework assignments that were designed to include families. The final homework assignment had students and parents answer a question set created to establish clear guidelines for home laptop use based on each familyâ&#x20AC;&#x2122;s specific needs.

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SEPTEMBER

The laptop program has proved instrumental in supporting the learning process. Student access to a wealth of information changes the nature of the classroom. The teacher is no longer the only content knowledge specialist; students are now empowered to be experts, changing the role of the teacher to a facilitator of learning. Opportunities for students to communicate and collaborate within and outside their community to support their developing understanding have proved valuable. Students have moved from being simple consumers of information to creators of authentic demonstrations of their learning. In addition to watching a video, analyzing a map, or reading an article, students can further their learning by producing a mini documentary that explains an event, creating a digital map that demonstrates a geographic concept, or writing an article and using digital tools to create an interesting layout. Student blogs serve as learning portfolios allowing parents and extended family and friends to observe, support, and celebrate student growth. Students are using professional tools to stay organized and manage their time and effort.

SAS is committed to creating and embracing a 21st century approach to teaching and learning and to providing all students the experiences, environment, resources, and skills to prepare them for a rapidly changing future. The one-to-one laptop program is an essential element in supporting this direction, allowing adequate access to technology resources, and has already proven to be successful in developing attitudes, aptitudes, and behaviors and in creating an institutional culture of learning, creativity, and innovation.

Middle School hosts Regional Math Counts Competition OCTOBER

Thoroughly Sixth Grade Hevey Hickman Modern Cancer Greek and Millie Middle Roman Awareness Day School Play Run

February

Parent Teacher Conferences

March

April

Middle School Dance Show May

Seventh Grade UN Day

Eighth Grade Service Trips

Top Ten List of Middle School Program Highlights 1:1 Laptops

The implementation of the 1:1 laptop program is preparing students for their future.

Educational Literature Research

A group of teacher leaders visited schools recognized in educational literature for their innovative practice. The research visits created a foundation for upcoming development of new programs.

Classroom Without Walls

Middle school teacher leaders and administration planned a one-week student Classroom Without Walls. The August program reduces the three weeks of previously allocated time and continues to offer relationship development and a sense of belonging for students.

WASC Self-Study

All faculty offered input into the Western Association of Schools and Colleges (WASC) accreditation process and development of the SAS self-study.

StandardsBased Grading

The creation of middle school grading agreements and a parent education component moved the school to the final implementation of a standardsbased grading protocol.

Common Core Math Standards

New Orientation Program

Professional Learning Communities

Kid Chats

ParentTeacher Conferences

The implementation of the math Common Core standards in sixth and seventh grades ensures that students are gaining a deeper conceptual understanding of math.

Teachers and administration redesigned the start of the August 2014 school year to begin with a two-day student orientation, sixth grade laptop bootcamp, and other components to support all students in a strong start to the school year. Teacher collaboration in professional learning communities offered consistency of program, common assessments, and job-embedded professional development, allowing them to continuously improve the student learning experience.

Interdisciplinary grade level teams met in regularly-scheduled “kid chat” meetings, seeking opportunities to support students with their affective and academic needs.

Parent-teacher conferences cemented parent-teacher relationships and offered opportunities for the adults in each student’s life to gain new perspectives to support learning.

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February

Interim Semester

High School Dr. Tim Stuart High School Principal

The high school introduced the Senior Capstone Project this year and highlights one of many new program opportunities for students. Thirty students chose to participate in this elective course. The senior project is designed to give students the opportunity to develop and demonstrate Singapore American School’s desired student learning outcomes (DSLOs) of character, collaboration, communication, core knowledge, creativity and innovation, critical thinking, and cultural competence. The development of our DSLOs is fundamental to reaching our vision to be “a world leader in education, cultivating exceptional thinkers, prepared for the future.” The Senior Capstone Project allows students to design and create their own learning experience by pursuing an area of interest. The course is an opportunity for seniors to merge their passions with their academic learning and to demonstrate the fullest extent of their enthusiasm, autonomy, and depth of knowledge in their selected area. Students may choose to sample a potential career through an internship, carry out an extended service-learning project, explore and research an

academic topic of interest, design and engineer a product, or create an original artistic work. The scope of these projects is limited only by the student’s imagination, and will take perseverance and grit to successfully complete. Each student, with the support of an advisor, refined his or her topic and goals, determined the learning objectives, selected the end of semester product, identified and received support from an off-campus mentor, and publicly presented his or her results at the end of the semester through an authentic and public presentation. Currently, the Senior Capstone Project is an optional course. Beginning with the class of 2018, the Senior Capstone Project will be a graduation requirement for all students in their senior year. As captured in the short film “Revolutionizing Learning to Change Lives,” SAS students who participated in the senior project this year were admitted to some of the most prestigious colleges and universities in the world. To view the film, visit http://bit.ly/ revolutionizingeducation

IASAS Tournaments Cultural Convention

April

Prom

AP Exams

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MAY

Development Team Proposal

Release of The Islander Yearbook Graduation

March

June

Service Assembly

IASAS Tournaments

August

Model United Nations

The Crucible High School Play

OCTOBER

IASAS Tournaments January

Chingay Parade

November

Capstone/ Senior Project Presentations December

Robotics competitions

Yulefest

Top Ten List of High SCHOOL Program Highlights PLC Exemplar School

The high school was recognized as an Exemplar Professional Learning Community School this year, the first international school to receive this recognition. This is a testament to high school teachers’ focus on student learning through professional learning communities.

College Admissions

Grading Policy Implementation

The high school successfully developed and implemented a standards-based grading policy this year.

IASAS

Development Team Proposal

The high school development team worked collaboratively to propose a roadmap for change in the high school. Their recommendations will guide innovation and reform in the high school for years to come.

The Eagle Way

AP results

SAS students continue their track record of success in AP courses. This year, a record 1,413 AP exams were taken, with a record 96% of those receiving scores of 3 or higher and 78% receiving scores of 4 or higher.

Senior Capstone Project

Innovative Course Pilots

High school teachers developed 14 new innovative courses. The majority of these were interdisciplinary and project-based courses.

R&D Video

Members of the Class of 2014 continued the SAS tradition of remarkable university admission success. About 80% of the class will continue their studies in the US, with the remaining 20% attending universities in Canada, the UK, Australia, or other countries around the world. Eight students are taking a gap year and 18 more are completing Singapore National Service before they begin university.

The high school enjoyed its most successful IASAS year in history, bringing home 14 gold medals and nine silver medals.

Athletic and performing arts teams captured the SAS spirit of sportsmanship, hard work, respect, and grace, fondly called the Eagle Way. Our students and coaches have embraced these ideals and consistently exhibited the Eagle Way on and off the court, field, and stage.

More than 30 senior projects were completed this year, giving students an opportunity to apply and demonstrate their learning at new levels.

An alumni and a graduating senior partnered to capture the high school’s R&D process, learning, and results through an inspirational video entitled “Singapore American School: Revolutionizing Education to Change Lives.”

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Assessing the Results Jennifer Sparrow Executive Director of Teaching and Learning

Measures of Academic Progress Measures of Academic Progress (MAP) assessments are given to students in grades three through eight in the areas of language skills, math, and reading. MAP assessments are criterion-referenced, meaning they generate a score that is based on a level of knowledge and skill that is not dependent on grade level. Since MAP assessments are given twice each year, growth is also calculated. The charts to the right show the statistics for 201314. The SAS average represents the average score of all students in that grade who took the test at SAS. The US average represents the average score of all students in that grade who took the test worldwide. The EARCOS average represents the average score of all students in that grade who took the test at EARCOS (East Asia Regional Council of Schools) schools. The school percentile represents how the average score of a grade level at SAS compares to the average score of a grade level in all other schools who administered the test. As you can see from the results, our average scores at every grade level are significantly higher than the average scores of the US and EARCOS comparison groups. For all grade levels on all sections, this puts us at the 99th school percentile. This means that our average score in each grade was as good as or better than the average scores of 99% of all other schools worldwide that administered the MAP assessments.

SAS average scores are in the 99th percentile in all grades in the areas of language, reading, and math

EARCOS Average

US Average

Language Grade Level

207

213

216

218

221

2013-14

210 216 220 224

200 199

Reading

Grade Level

207

212

216

220

222

208 215 218 223

208

Math

213

221

226

231

235

School Percentile

217

School Percentile

224

School Percentile

229

School Percentile

230

School Percentile

232

School Percentile

212

School Percentile

217

School Percentile

225

School Percentile

230

School Percentile

232

School Percentile

235

School Percentile

220

School Percentile

226

School Percentile

241

School Percentile

240

School Percentile

245

School Percentile

251

School Percentile

99 99 99 99 99 99

226

8 203

212

226

Average

204 200

Grade Level

SAS

220 230 232 241 247

99 99 99 99 99 99

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

Shanghai 613

SAS 584

#16

SAS 588

Singapore 573

Singapore 566

Shanghai 580

SAS 588 computer-based

SAS 584

mathematics

Shanghai 570

SAS 572

498

SAS 572

reading

SAS 633

#17 usa

ma, usa 527

Singapore 551

#21 usa

SAS 570

mathematics

Singapore 542

SAS 570

ma, usa 527

usa 498

481

The average SAS scores in the 2012 administration of PISA for math, science, and reading are higher than the average scores of students in Singapore and the United States

#15

#26 usa

ma, usa 573

choice and open-ended questions. During the latest administration of PISA, the Singapore government invited SAS to participate. The number below the country/ economy shows the ranking of that country/economy. Massachusetts was added for comparison purposes because it was the highest-performing state in the US.

science

Singapore 567

#12 usa 511

SAS 633 computer-based reading

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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. SAS continues to have one of the largest AP programs outside of the US with 29 AP courses and 539 students taking AP exams. In the past five years, there has been an increase in the number of exams completed (from 1,237 to 1,413) and the number of students taking exams (from 535 to 591). SAS exam results also continue to be among the highest in the world. Over the past five years, the percentage of exams earning a three, four, or five has consistently been above 95%, which is significantly higher than the global percentages that are around 61%.

College Admissions Approximately 80% of members of each graduating class will matriculate to US colleges and universities. The other 20% will go to other countries, take a gap year, or begin Singapore National Service. Approximately 99% of SAS students matriculate to a four-year college after accounting for some late entries due to National Service or some students taking a gap year.

Number of exams completed

2013-14

Number of exams completed

1335

1350

1345

1333

1413

Number of students taking exams

535

570

580

550

539

Exams with a 4

32%

Exams with a 5

31%

Exams with a 5

32%

Exams with a 5

32%

Exams with a 5

30%

Exams with a 5

591

Exams with a 4

31%

Exams with a 5

44%

43%

42%

45%

48%

47%

SAS exams receiving a 3,4, or 5

95.9%

95.5%

95.7%

96.0%

96.8%

97.1%

Global exams receiving a 3, 4, or 5

61.1%

60.2%

61.5%

60.9%

61.3%

2008-09

2009-10

2010-11

2011-12

2012-13

2013-14

SAS is in the top 1% of schools worldwide, including the United States, in the number and percentage of students earning a 3 or higher on at least one AP exam

20%

Non-US College, Singapore National Service or Gap year

80%

Number of exams completed

1237

of the members of each graduating class will matriculate to US colleges and universities

Number of exams completed

Top 20 College and University Destinations for the Classes of 2011-2014

New York University University of Illinois at Urbana-Champaign University of British Columbia Northeastern University University of California, Los Angeles McGill University Northwestern University Cornell University Pennsylvania State University, University Park Boston University Texas A&M University Purdue University Carnegie Mellon University University of Washington The George Washington University Loyola Marymount University Duke University Elon University Georgia Institute of Technology Washington University in St. Louis

34 25 24 24 20 18 17 16 14 14 13 12 12 12 12 11 11 11 11 11

Parent Survey SAS Communication, 2013-14 Every year, SAS invites a random sample of parents to complete a parent survey, which addresses SAS strategy, operations, infrastructure, and governance. Results from 2013-14 generally mirror those from the prior year, with the overwhelming majority of respondents reporting satisfaction with academics, resources, and fulfillment of the SAS mission and vision.

The Division is doing an effective job teaching... % of Agree/Strongly Agree 50%

90%

Visual and performing arts Health/ Wellness

Teachers were by far the most praised assets at SAS, with more than half of all positive comments commending faculty skills, integrity, or relationships with students. Parents also expressed strong appreciation for facilities, curriculum, staff, and the thoroughness of communications from SAS.

Physical Education 2013-14 Chinese Language 2012-13

Modern Language

(i.e., Spanish, French, Japanese)

Communication, however, was also the most common concern in critical comments. Among the 21 suggestions for improvement in this area, themes included a desire for stronger parent-teacher communication, more opportunities for input into decision making, evening meeting times, and greater transparency from the administration and board, sentiments echoed in quantitative survey results as well. Other concerns frequently voiced in comments addressed the volume of homework, curriculum, computer technology, and the hiring/evaluation of teachers and administrators.

Social Studies

2011-12

Science

Mathematics Reading Language Arts/English 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Parent Survey: Communication % of agree /strongly agree Board communications are timely and informative.

The information provided through online resources is helpful and easy to use (e.g., SAS website, PowerSchool, Blackboard).

The superintendent provides appropriate opportunities for parent input and involvement.

I receive the level and amount of communications I need to be informed about school-wide programs and events (e.g., weekly SAS eNews, monthly PTA and Booster eNews, Crossroads, Journeys). I receive the level and amount of communications I need to be informed about programs and events in my childâ&#x20AC;&#x2122;s division. School rules are clearly communicated to parents.

Clear learning targets are communicated, informing my child and me on learning expectations.

Central administrators provide appropriate opportunities for parent input and involvement. Divisional administrators provide appropriate opportunities for parents input and involvement.

88 97 88 89 82

% % % % %

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Support Services Dr. Darin Fahrney and Laura Mohl Support Services Coordinators

The Singapore American School support services program offers a continuum of support services for students with unique learning profiles from early childhood through high school. SAS is committed to providing a range of academic, social, and emotional services for students who are in need of assistance or enrichment in their learning journey. The 2013-14 school year was an exciting year of reflection, renewal, and action for support services. The support services team bolstered our professional collaboration across divisions, while simultaneously delivering exemplary academic interventions, remediation, extension, and social-emotional support for our students. Year of Renewal SAS support services embarked on a year of deep reflection and collaboration to enhance our programs so that we may continue to be highly effective in meeting the needs of all students. The support services renewal team, a crossdivisional preschool through grade 12 group of educational professionals, gathered throughout the school year to discuss and conduct research, reflect, and refine current practices. The team generated a collection of action plans to inform our systems of support and meet the needs of our diverse student population. Our role and responsibility as educators came to the forefront of our work. John Hattie’s research and assertion that teachers should believe that

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“their role is that of a change agent - that all students can learn and progress, that achievement for all is changeable and not fixed,” helped shape our discussions and vision for our support services program across divisions.1 Framing our work around collective responsibility and systematic, common practices pushed our collaborative efforts forward. Our school conducted an internal audit, as well as external audits by experts from networks associated with inclusive international schools of excellence, including the Special Education Network in Asia (SENIA network) and Next Frontier Inclusion - NFI group. The 2013-14 school year was a pivotal time for support services as it reaffirmed SAS’s commitment to maximizing the learning of all students through professional learning communities (PLCs) and response to intervention (RTI). In alignment with SAS’s mission of being a world leader in education, members of the support services team participated in various professional development opportunities focused on PLCs, RTI, and school site visits, traveling to the United States, Canada, and Europe to liaise, learn, and grow in partnership with our global colleagues. This in-depth research and reflection process directly and positively impacted our support services program and enhancement of student learning.

Another integral aspect of the renewal process was development of action plans and recommendations synthesized from the renewal team’s work and audits. These action plans serve as the launching point for the 2014-15 school year and are to be spearheaded by the newly appointed support services coordinator. Some of the action plans identify SAS’s RTI tiers of intervention, optimize admissions criteria for students with unique learning needs, and provide professional development emphasizing the PLC questions of “how will we respond when students do not learn? ”and“ how will we respond when some students already know it?” In carrying out the action plans, it is the belief that SAS’s current support program will continue to flourish and fortify the learning of students with unique needs. Celebrations 2013-14 was an exciting year for SAS and the support services program. SAS is considered an Inclusive School of Excellence and is a member of Next Frontier Inclusion (NFI), a well-respected international organization that promotes the interests of students with learning differences. Our organization also collaborates with the Singapore government and serves as a model for local and other international schools for interventions. Current systems of support across divisions continued to show areas of growth; in particular, differentiation, assessment tools to measure student

growth, and targeted instruction and intervention for students with learning differences. The high school division was designated as a PLC Exemplar School by Solution Tree for demonstrating increased student learning consistently over time. Additionally, the high school has partnered with Mike Mattos, co-creator of RTI at Work and best selling author, to feature our high schoolâ&#x20AC;&#x2122;s support services program and extensive system of interventions in his upcoming book, Itâ&#x20AC;&#x2122;s About Time. And, in line with WASC recommendations, a stand-alone support services coordinator position was approved for the 2014-15 school year. Looking Ahead During the 2014-15 school year, specific areas of support services will go through further review such as the counseling and the gifted and talented education programs. Support services personnel will continue reviewing current practice through research and self-audits to ensure that we are continuing to support and best serve our vibrant, diverse student population. Additionally, the support services coordinator post will be repurposed as a director of support services to further lead SAS in its journey to maximize learning for all of our students and serve as an exemplar inclusive school. 1 Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement (p. 128). London: Routledge.

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SpeakerSeries@SAS and TechTalks@SAS Maureen Murray Volunteer Coordinator

SpeakerSeries@SAS, formerly known as Community Library, hosts experts who address important and timely topics on parenting, child development, and family life. Funded by the SAS Foundation, SpeakerSeries is a volunteer, parentrun organization. During the 2013-14 school year, Ali Cuozzo, Maureen Murray, and Mary Reagan hosted speakers who addressed a wide range of subjects that emerged from conversations with other parents in the SAS community. The series began and concluded with presentations by Dr. Maureen Neihart who tackled the topic of happiness. In “Project Happiness: Parts I and II,” Dr. Neihart, a child psychologist and faculty member at Singapore’s National Institute of Education, coached parents on how to boost their sense of well-being and build their children’s resilience to adversity. Dr. Neihart’s devoted audience grew when SAS posted a podcast of her talk, so she wrapped up the series with a celebratory event at the American Club. SpeakerSeries@SAS also greatly benefitted from Dr. Roby Marcou’s wise, direct, and ultimately nurturing presentations. In February, Dr. Marcou showcased scans of the teenage brain to illuminate this very active and critical stage of development. Armed with the latest research, she weighed in on a variety of topics that impact our adolescents such as nutrition, sleep, alcohol, stress management, and multi-

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tasking. In April, she returned to SAS to discuss “Child Development and Learning, the Elementary School Years.” Dr. Marcou is an American Board Certified Developmental and Behavioral Pediatrician with a private clinic at Novena Medical Center. This year, SpeakerSeries organizers partnered with Jason Cone, Executive Director of Technology to introduce a new lecture series— TechTalks@SAS. The new series specifically examines issues regarding the rapidly changing role of technology in our students’ lives. In early December, the educational technology team worked with teachers, staff, students, and parents to kick off a new annual program, “Tech 101: How Technology Enhances Your Child’s Learning at SAS.” The morning began with a panel discussion on how leadingedge technology cracks open exciting educational possibilities for individual learning and collaborative projects. Parents particularly enjoyed “speed geeking” around the middle school library where presenters gave seven-minute demonstrations on how technology enriched their teaching or learning. For the coming year, plans are underway for Tech 101 to include international guest speakers. Beyond highlighting the educational possibilities that technology brings, another goal of TechTalks@SAS is to give parents the opportunity to step into their children’s online worlds with experienced guides.

With that in mind, the series invited Dr. Angeline Khoo, an associate professor of psychology at National Institute of Education, Singapore, to give a talk on gaming. During “Gaming: Child’s Play or Cause for Concern?” Dr. Khoo began her presentation by entering the online game “World of Warcraft” as her avatar and then toured parents through an actual mission. A renowned researcher in this field, Dr. Khoo explained why online players can become aggressive and addicted but also what social and emotional benefits some players gain from their gaming habits. A stirring discussion followed as parents shared their own strategies in managing gaming in their homes.

During her second day at SAS, Ms. Treyvaud presented “The ‘Selfie’ and ‘Like’ Generation—It’s Complicated”—where parents took a hard look at social media and the ways their daughters, in particular, were forging identities within it. The audience seemed to gain a deeper appreciation for the art of the “selfie” but also picked up strategies for recognizing social media problems.

To give a comprehensive view on digital citizenship, TechTalks organizers invited Internet expert Robyn Treyvaud, an internationally recognized expert in online safety. Ms. Treyvaud spent a day at SAS meeting with faculty, counselors, ed tech coaches, and students, and followed up with an evening talk at the American Club. In “Growing Up Digital: A Common Sense Approach,” Ms. Treyvaud covered topics about online life such as the “digital landscape,” relationship and reputation, self-image and identity, and privacy.

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Academic Visitors-in-Residence Jennifer Sparrow Executive Director of Teaching and Learning

SAS is grateful for the dedication and energy of the Parent Teacher Association (PTA) in support of learning. The PTA fund spending allocation provides resources that enhance the delivery of the SAS curriculum and directly affect the educational experience of SAS students. The following artists-in-residence came to SAS during the 2013-14 school year:

Elementary Music ($15,000) Elementary music teams welcomed Dr. Artie Almeida to SAS to share her expertise, energy, and abundant resources. For the first two days of her visit, Dr. Almeida and the music team played, sang, and moved their way through a series of activities designed to bring an understanding of music concepts such as form, dynamics, tempo, rhythm, and melody to students in an interactive, handson way. On the third day of the workshop, Dr. Almeida taught classes to students in kindergarten through fifth grade while the music team observed and participated. Everyone, particularly the students, enjoyed the day immensely. One fifth grade student, when leaving the classroom after the lesson, was heard saying, “That was awesome!” By the end of her visit, Dr. Almeida impacted 1,660 students and brought a joy and passion to the music team, rejuvenating their excitement to teach.

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Elementary Author/Illustrator ($50,000) Author/Illustrator Harry Bliss (children’s author and New Yorker cartoonist) spent twelve days working in the art classrooms last October. By the end of his visit, more than 1,800 students were actively engaged and had instruction from Mr. Bliss. To get a sense of the “Bliss-ful” experience, visit http://www.youtube.com/

watch?v=VKMsMkzSofY&feature =youtu.be

Middle School Author ($35,000) The middle school welcomed Sara Holbrook and Michael Salinger into grade six and grade seven classrooms. Through their interactive writing clinics and grade-level poetry jams, these talented poets helped student transform seed ideas into powerful poems. At the same time, teachers were provided with real-time professional development on topics from generating ideas to using poetry as a learning tool to developing strong presentation skills.

Middle School/High School Theater ($15,000) The middle and high school theater programs benefited from a variety of artists-in-residence. Barry Crooks, a playwright from New York City, came to work with high school students during the final two weeks of rehearsing his original play, In the Hole as well as mentor a student completing a senior project authoring her own original play. Michael Corbidge (from the Royal Shakespeare Company and Singapore Repertory Theatre) came to work with student directors and actors on their pieces for the Theatre Festival. ‘BYTE’ (Back Yard Theatre Ensemble) performed an original piece, Wormwood. After the performance they met and then had dinner with students from the high school program and shared their experiences of touring. Middle school drama had the opportunity to bring in two artists through the funds provided by the PTA. Ian Johnstone is a teaching member of the British Academy of Dramatic Combat and has been choreographing and performing fight scenes for more than ten years, including working with the Royal Opera House, Discovery Channel, and the National Theater. More than 150 students had the opportunity to work with Ian during first semester either through the six drama classes or in after-school workshops offered in Shakespeare, Stage Combat, and Physical Theater. The second artist of the year, Jez Gregg, worked in all of the drama classes and also worked with the eighth grade dance students. Jez Gregg is a choreographer and street performer and is currently teaching in Turkey.

Middle School/High School Dance ($15,000) The middle school and high school program had the privilege of hosting two guest dance artists from very different backgrounds. The first artist, Justine Mentor, from Los Angeles, is a commercial dancer/choreographer. She was very technical and gave students insight into the dance industry. She provided new and interesting movement for students and focused on how to perform and be seen in an audition. This was extremely helpful for students who were planning to continue dance after high school. The second artist, Indah Walsh, from New York, was completing her master’s degree in dance. Her approach was contemporary and focused on the approach to movement and finding new and interesting movement for choreography. She ran students through workshops that pushed their creative boundaries. All the students grew from her workshops and the conversations that took place after classes.

Middle School/High School Visual Art ($15,000) Keith Carter was the artistin-residence for the ceramics program in April 2014. He made the space his own artist studio right along with the other 104 students enrolled in this semester’s classes. Keith is a dedicated ceramic artist working and managing the Clay on Steel Pottery Center in Algoma, Wisconsin. He spends 10 hours a day making ceramic art. In his spare time he also teaches classes to local students and residents, as well as fires kilns, mixes clay and glazes, and fosters ceramic awareness in the Lakeside town. Keith endeared himself to every student in the five ceramic classes he worked side by side with over the two weeks.

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Extracurricular Activities Research from educational institutions with strong after school programs suggest that students who participate in these clubs, sports, and activities experience more success academically, socially, and emotionally.

Elementary After School Activities

SAS representative teams playing competitive traveling soccer, rugby, and touch under ACSIS League

The Elementary After School Activities (EASA) office is dedicated to managing a wide range of programs for SAS students from kindergarten to grade five. EASA programs are offered three terms each year in recreation, performing arts, music, arts and crafts, mind stretch, computers and technology, and modern languages. EASA also offers a number of follow-up classes for middle school students and an adult education program for our community.

Different science, technology, engineering, and math (S.T.E.M.) related classes

1,200 Spaces available each EASA term with 90 activities to choose from

900

Average number of students registered in our after school programs

Comprehensive robotics program from kindergarten through fifth grade (fourth and fifth graders compete in a local robotics competition) Comprehensive selection of skills classes for popular sports â&#x20AC;&#x201C; soccer, basketball, dodge ball, ruby, touch, and volleyball Comprehensive performing arts program from kindergarten through to fifth grade

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The SAS Taekwondo Team in April 2014 was named the overall winner of the International School Taekwondo Championships.

SAS won both categories that we competed in for this year’s Red Dot Book Awards Reader’s Cup – first place in Young Readers and first place in Older Readers – netting each of our teams with $1,000 book coupons for the school.

A team of three SAS girls in May 2014 won second place in the Creative Robots Awards at Nanyang Polytechnic.

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Middle School The middle school offers a broad and varied after school athletic and activity program. There are more than 30 ‘tryout’ teams that compete interscholastically in both the 14 and under and the 12 and under divisions of the Athletic Conference of Singapore International Schools. ACSIS sports include, but are not limited to, cross country, rugby (both touch and tackle), and badminton. Meanwhile, the intramural sports program provides every student the opportunity to participate in a friendly, less competitive sport setting. There are more than 20 intramural activities offered throughout the school year, including basketball, volleyball, rock climbing, and lacrosse. Each semester, students also have an opportunity to participate in over 20 after school clubs focusing on service, enrichment, the arts, and culture. Examples of clubs middle school students can participate in include Math Club, Junior Model Nations, Year Book Club, and Lego Robotics Club.

Beating 92 other projects, the top two entries in a category from each state, Hana Matsudaira and Ruth Jaensubhakij finished in second place overall with their amazing Junior Group Exhibit titled, The Loss and Restoration of Rights: Japanese-Americans of WWII.

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Middle School Dance Club is one of the largest after school programs that the middle school offers. From September to December 2013, 140 middle school dancers participated in the program. The program offers all types of dance, including hip hop, jazz, lyrical, contemporary, ballet, and even tap.

Priyanka Aiyer and Tanvi Dutta Gupta, who created a performance titled, The Brown Dog Affair: Connecting Rights and Responsibilities won the award for Best Entry from South Asia, Junior Division. Making it into the top 14 finalist of 84 projects, they placed eleventh overall.

Also, congratulations goes to Charan Ravikumar for his project, Winning the War and Winning Their Rights: American Military Women of WWII and Pranav Ravikumar, China’s One Child Policy: Right, Wrong or Responsible Governance? for their individual documentaries. While they didn’t place, they put together very solid efforts.

High School The SAS high school maintains a comprehensive activities and sports program in accordance with the other IASAS member schools (Interscholastic Association of Southeast Asian Schools). The athletic calendar is divided into three competitive sports seasons where selected freshman/reserve, junior varsity (JV), and varsity athletic teams are organized for both boys and girls. Sports currently offered include: First Season: Cross Country, Soccer, Volleyball Second Season: Basketball, Rugby, Swimming, Tennis, Touch Rugby Third Season: Badminton, Golf, Softball, Track & Field The freshman, JV, and varsity teams compete in ACSIS (Athletics Conference of Singapore International Schools) competition, in friendly matches with local schools and community teams, as well as exchanges with other IASAS schools which are organized during each season. Additionally, each sports season concludes with an IASAS tournament for all varsity teams.

Led by the high school Service Council, and supported by Wish for Kids, Gawad Kalinga, GIN, and other high school service clubs, the Wish for Tabuelan school-wide fundraiser collected more than $85,000 in November 2013 to help over 300 families in the Tabuelan community of the Philippines impacted by Typhoon Haiyan to rebuild their homes.

Fine and performing arts students have the opportunity to participate in the IASAS Cultural Convention. Although the event is not competitive, it provides students with an opportunity to showcase their talent and dedication to their craft. There are three parts to the event: music; debate and forensics; and art, dance, and drama. The art, dance, and drama portion of the convention features a 45-minute play, a 25-minute dance, and a 25-piece representation of visual arts. Meanwhile, SAS sponsors more than 90 clubs, organizations, and activities designed to appeal to a wide range of interests, abilities, and talents. Students may choose from community service groups, student government, fine and performing arts activities and performances, media and publications, academic clubs and activities, language and cultural clubs, athletics, and honor societies. Many are open to all interested students, some are class-related, and others are by audition or try out or have specific criteria for membership.

Six students from the schoolâ&#x20AC;&#x2122;s newspaper, The Eye, won first place in November in The Straits Times National Youth Media Competition.

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AN INTERNATIONAL PERSPECTIVE SECTION 4

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World Language Dr. Susan Zhang Director of World Languages

When we think of globally minded, culturally competent citizens of the 21st century, many questions come to mind. How will our students interact with the global community in the 21st century? With whom will they be collaborating? What challenges will they face? What skills will they need? How will technology change language and needs? One thing is certain: technology has definitely changed how language is taught. The paper and pencil activities that parents did as high school language students are now supplemented with video clips, online assessments, and applications for students to interact with one another. Instead of conjugating verbs, students now make a video where they introduce themselves and talk about their school, their life, and their family. They post videos to their blog to share with family and friends. And homework? They listen to movie trailers or language videos linked to the website. Technology has revolutionized language teaching by making spoken language accessible to students in the classroom and beyond.

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But what really makes the SAS language program unique and special? One parent writes, “We traveled to Spain this summer to celebrate the fact that our sons, Liam (fourth grade) and Connor (second grade) had completed two years of Spanish at SAS. They had never studied Spanish before and we wanted to give them a chance to practice their new language skills. We were completely blown away by how fluently and expressively they were able to converse with everyone we met in Spain. Whether it was airport porters, taxi drivers, shopkeepers, or waiters, they served as our translators and communicators. We received compliments from everyone the boys spoke to in Spanish. We are thrilled with how far our boys have come in such a short time and are so happy that they will be continuing with their daily Spanish classes. We are excited to see how much more they will learn in the years to come.” - Rhian Murgatroyd SAS parent

What makes the SAS world language program stand out, regardless of the language chosen, is that students are truly able to communicate. They are able to interact with a global community. Immersion programs for high school students during the high school Interim Semester, as well as summer Chinese immersion for middle and high school students, have provided opportunities for our students to experience firsthand the history and culture of the country where the language is spoken by visiting historic sites and interacting with the native speakers in France, Spain, and China. To quote Nelson Mandela, “Speak to someone in his second language, and you speak to his head. Speak to him in his mother tongue, and you speak to his heart.” Our students are well on their way to being 21st century global citizens.

Interim Semester Dan Skimin Interim Semester Coordinator

Be it reindeer herding outside Stockholm, house building in Manila, trekking in Dharamsala, teaching in Cape Town, studying technical theater in London, temple hopping in Rajasthan, cycling around Perth, or teaching here in Singapore, Interim Semester provided high school students the opportunity to extend themselves and their international understanding. This year we had 58 courses that took our students to 28 countries in Asia, Africa, and Europe. In total, all 1,192 students and 110 high school teachers traveled around the world providing service, experiencing a variety of cultures, and participating in eco adventure activities. Interim Semester is designed to help students foster a greater understanding of the world around them, contribute to the global community, accept challenges, and build a sense of community. Each Interim Semester course fit into global studies, service, or eco adventure categories.

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Abu Dhabi Hong New Zealand Switzerland Australia India Philippines Taiwa Bhutan Indonesi Singapore Tanza Cambodia Japan South Africa Th China Laos Spai Timor-Leste England Myanm Sri Lanka Turke France Nepal S Vietnam

Kong

a an ia ania n hailand in

mar ey Sweden

Global studies Courses that develop awareness of our interconnectedness with people and cultures around the world

Service Courses that allow students to make a positive impact on the local community in which they work

Eco-Adventure Courses that provide students with opportunities to learn and develop physically and intellectually while being fully immersed in the natural environment

Classroom Without Walls Tico Oms Middle School Deputy Principal

The middle school Classroom Without Walls program extends student learning beyond experiences they can gain at school. The primary goal is for students to build positive relationships, trust, and cooperation with their peers and teachers by facing unique challenges and experiences outside of the classroom. Through these challenges and experiences, students are given opportunities to grow as individuals and to build their self-esteem. Classroom Without Walls is a required off-campus experience where all students in grades six through eight travel to Malaysia, Indonesia, and islands off of Singapore. There are a number of ingredients that are key to the philosophy of the Classroom Without Walls experience. First, students are grouped according to their home base assignment, which assists in developing close relationships between these small groups of peers dedicated to teams or â&#x20AC;&#x153;sidesâ&#x20AC;? within each grade level. Classroom Without Walls is critical to making our school division of 945 students feel smaller and more connected.

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In addition, students further develop their own environmental awareness and cultural sensitivity through participating in activities specific to each trip. From the moment students enter Malaysia or Indonesia by boat or by bus, students gain new insights about the Southeast Asian region in which they live. Whether they are conducting seashore surveys, engaged in team-building challenges on a local sandy beach, visiting a rubber plantation, walking through a traditional Malay kampong (village), or exploring the local rainforest, students are surrounded by regional beauty and culture. As with all of our Classroom Without Walls trips, the relationships formed through this shared common experience connected our middle school students to one another and enhanced student learning throughout the rest of the school year.

Service Learning Dr. Roopa Dewan K-8 Service Learning Coordinator

Service learning connects the schoolâ&#x20AC;&#x2122;s curriculum and learning outcomes to community service. Through service learning, students study an academic topic to examine its local or global context. They brainstorm, problemsolve, research, and interview to establish needs in the community. They plan and execute by participating in direct or indirect action, advocacy or research, and then present findings in a public forum. Service learning enhances the curriculum while simultaneously building partnerships and contributing to the community. Service learning has been structured to translate our mission and vision into desired student outcomes in real-life contexts.

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MODEL OF SERVICE LEARNING AT SINGAPORE AMERICAN SCHOOL Exemplary Character Global Competence

Effective Communicators • Reflector • Presenters

Core Values • Compassion • Honesty • Fairness • Respect • Responsibility

Problem Solvers/ Investigators

strangers, befriending people of differing abilities, compassion, and empathy. The class read Tomie De Paolo’s First One Foot Then Another to set the context. Grade one students, through their social studies unit on community, interacted with their Singaporean buddies from Seng Kang Primary School by building relationships, celebrating festivals, and playing ethnic games.

Grade two has an integrated curriculum model where science, Independent & Collaborative social studies, language arts, math, Learners and art classes worked on “making Change a difference” to provide food to Makers 315 individuals each month. Local Planners/ Researchers children participated in a walkathon Critical & with SAS buddies and received Creative Thinkers gifts of books and “book letters” Engaged & Responsible to encourage reading. Additionally, Citizens Grade two organized a Toys for Treats drive and sent dental hygiene Equal value is given to both kits to Cambodia. service and learning in an inquirybased model that addresses a real Grade three students served community need. Our goal is to as mentors to students from make our school a real-life laboratory, Innova Primary School through converting concepts into experiential the Kids READ service program, learning, based on process, action and conducted “Read to Feed” and reflection, with authentic fundraising and leprosy home visits. outcomes for real-life audiences. Introduced formally in 2009 for Grade four students engaged in younger students, service learning innovative projects for experiential has grown organically from one class learning integrating the RLA, of 22 students from each K-8 grade science, and social studies curriculum to all classes by the end of 2013. units with a sequence of outdoor experiences getting immersed and New initiatives like “Saving Our connected to nature. Students also SAS Rainforest” and “Biodiversity mentored local school kids. and Sustainability” were introduced in 2013, which are interdisciplinary Grade five students carried out elder and schoolwide. The 100 Days of care, teaching arts and crafts to the Green campaign was a schoolwide elderly at Chistalite Methodist home, campaign spearheaded by seventh tripling the number of visitations grade science to reduce the school’s from 13 hours to 39 hours. paper towel consumption. We also expanded our buddy reading Grade six science continued its program to include third and fourth successful awareness campaign for grade and the school piloted conservation of fresh water and the Mandarin buddy reading. eradication of water-borne diseases. Students generated innovative ideas In 2013-14: like building portable bio sand filters, Our kindergarten classes befriended and traveled to Cambodia and Bali stroke victims at the Adventist to spread awareness of infectious Rehab Center, coaxing movement diseases. A forum with renowned through games, molding clay, and speakers and a presentation day waving scarves. Students provided showcased the projects. the stimulus for movement and friendship; the elderly stroke patients Grade seven linked their social responded through socialization. studies curriculum’s unit on We worked on skills of sharing with escaping the poverty cycle by

supporting Tabitha’s sustainable self-help programs, Wish For Kids, Kiva, and Milaap’s microfinance programs. Classes participated in the “Change for Change” campaign. Seventh grade science students uncovered biodiversity through field investigation and shared it through a nighttime “bio blitz” and virtual tours. Alternatively, some students focused on environmental sustainability and transformed their newfound knowledge into children’s books and games about the natural world. They launched a campaign to reduce paper towel consumption. Grade eight has a model of service through home base, with each teacher mentoring 11 to 12 projects. Projects varied from playing music for the destitute and elderly to building wells, building homes, or spreading awareness. Completed projects were presented using blogs, Google sites, or other media. Renowned guest speakers - Jamie Amelio, Salva Dut, and Geoff Morgan - shared their successful service journeys. High School (Community Service) All 45 service clubs in the high school are regulated and guided by the Executive Service Council, a group of six elected service-oriented students. Student-led volunteerism meets the immediate needs of school, local, regional, and global issues. Service can be indirect (e.g. fundraising), advocacy (creating awareness or promote action), and direct service (directly affecting and involving the recipients with the students). Service clubs allow students to take advantage of mutually beneficial opportunities to develop skills and experiences that allow initiative, collaboration, planning, and implementation. We believe that the best service comes out of extraordinary care, and our students exhibit just that every day. Opportunities for service abound for SAS students from kindergarten through grade 12, both at school and in the community. Students at SAS are empowered to make a difference in their communities and develop an early commitment to active citizenship as part of being a responsible global citizen.

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THE SAS FAMILY SECTION 5

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Admissions Mona Stuart Director of Admissions

An Open Door to Optimal Learning Placements The majority of families who commit to SAS are attracted for all the right reasons; they see our proven record of excellence in a culture of possibilities and extraordinary care, and they want to be a part of it. In the 2013-14 school year, we welcomed 950 new students to SAS and helped provide positive transitions for 573 incoming families. Of these newcomers, 806 students enrolled in August 2013, 113 in January 2014, and 31 joined us on a rolling basis at another point during the school year. Our schoolwide enrollment for 2013-14 totaled 3,935. In a year of increased competition in Singapore, SAS application numbers increased, withdrawals decreased, and the school remained at capacity throughout the year. We are developing intentional targets to attract, cultivate, and maintain an applicant pool and waitlist that would best meet the needs of both the applicants and the school. We know that the right waitlist serves everyone better than just any waitlist. This is our purpose: “The admissions team leads positive family transition at SAS. We understand, showcase, and build an optimal learning community by supporting one wellknown, well-served family at a time.” Our ability to know students and know families is critical to all we do. That’s why, at SAS, we seek to admit

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each student into an optimal learning zone: a place where personal learning and growth are maximized and where stress, distress, boredom, concern, and apathy are minimized. It’s a place where excellence, possibilities, and extraordinary care converge. This kind of placement is obviously a large and a sensitive task, as we must work with the best information we have at any time. The admissions team, with the support of administrators and the SAS Board, developed and piloted an optimal admissions approach in 2014-15. This approach is basically intended to help us attract, welcome, know, review, and make optimal learning placements for each applicant to SAS. The whole process is meant to make sure that the highest number of our new students can enter SAS in an optimal learning zone as quickly as possible. The approach is assetbased and data-informed. It is also highly personal and has moved us to gather more information around applicant strengths and to define the specific strategies and programs recommended to support and challenge each incoming student. Going forward, based on results, we will make needed adjustments in our recruiting and admission practices until we get it right for all students and professionals at SAS. This year, we also refined other changes that the admissions office has recently introduced.

These changes offer flexibility and accountability to SAS applicants: • Our sibling policy now applies to all families across all priorities. This allows us to reunify families more quickly when they end up in split sibling situations. • Our good standing policy allows ready applicants to gain priority over pending applications, regardless of priority or date of application. This places greater control and responsibility in the hands of all families, it can expedite admission, and it encourages complete applications. • Our revised screening approach offers greater insight and definition of learning support criteria, spaces, and programs at every division, so we can better predict and communicate potential student placements for support programs. • We have been able to assure more qualified candidates of their acceptance at an earlier date because we have moved to an earlier review, acceptance, reenrollment deadline, and billing process. Earning a place at Singapore American School means a lot. It always has, and it always will. We are proud that SAS wants to ensure that all students are high achievers, experiencing maximum growth and learning at SAS from day one.

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Faculty Demographics Dr. Laurynn Evans Executive Director of Talent Development

2013-14 Staff Demographics Administration

Faculty

Support

375

222

Educational Qualification Doctorate 5

Bachelors 5

Administration

Masters 14

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Diploma 7

Doctorate 9

Bachelors 89

Faculty

Masters 270

Nationality

UK -

Canada 1

10 182

21 226 7

AUS Others

34 32

Years of

Service Numbers of employees

Administration

Faculty

Support

0-2 years

3-5 years

6-8 years

9-10 years

12+ years

40 91

44 14 98

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Parent Teacher Association Becky Moseley PTA President

The Parent Teacher Association (PTA) plays a vital role in ongoing community building, reinforcing the partnership between home and school, and conducting fundraising activities that benefit the school. In addition, the PTA helps new families settle comfortably into the school community. PTA is a volunteer organization with activities including the annual Carpet Auction, Food Fest, Book Fair, and the County Fair. Our parent volunteers coordinate classroom parties in the elementary school, as well as other student activities schoolwide. Parents provide refreshments and classroom help for Staff Appreciation Day. Parents can also help out at PTA sales, where we sell SAS uniforms for students in prekindergarten through grade eight. The funds raised through PTA sales and events support community service clubs, and provide high school Interim and senior scholarships. The PTA fund spending goes to purchase equipment and materials for classrooms and books for the libraries. PTA also sponsors visiting authors, artists, and musicians to enhance the educational experience of all SAS students.

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Executive Board President

Becky Moseley

Vice President

Shelby Pazos

Secretary

Monique Hirsch

Treasurer

Jen Loi

Parliamentarian

Arathi Nilakantan

Standing Committee Members Assistant Treasurers

Luiza Kubota, Geetha Balachandran

High School Reps.

Heather Hoffmann, Carrie Gammons

Middle School Rep.

Gayle Hall

Intermediate School Rep.

Melissa Spiotta

Primary School Reps.

Carolyn Edds, Patricia Sadayasu

Early Childhood Ctr. Rep.

Jennifer Reeves

PTA Sales

Sachiko Sakai, Diana Martinez Cutter, Paige Hervey

Hospitality & Welcoming

Jodi Jonis

Calendar

Niki Cholet

Scholastic Books

Lisa Rassi, Lauren Krepsik

Food Fest

Jodie Stone

Sponsorship

Dione Koh

Book Fair

Naureen Ali

County Fair

Mina Bregman

White Elephant Sale

Karn Wong

Celebration Books

Kim Rowe

Publicity

Carla Portelli

Scholarships

HS CLUB

Community Events

Hospitality

SAS PTA EXPENDITURES 2013-14

Fund Spending %

MS/HS Theater Programs $15,000

MS/HS Visual Arts $15,000

ECC Outdoor Block Set $5,800

ECC Visiting Author/ Storyteller Program $5,000 ES Author/ Illustrator Program $50,000

MS Student Curators $10,000

SAS PTA FUND SPENDING GRANT

MS Author Program $35,000

MS After-School Activities $2,000

ECC = Early Childhood center Es = Elementary School Ms = Middle School HS = High School

Other

HS Programs 2% MS Programs 2% General and Administrative 2% Other Serivces 1%

MS/HS Dance Programs $15,000

ES/MS EVENTS

HS Writerâ&#x20AC;&#x2122;s Perspective Program $15,000

ES Chinese Program $3,500 ES Literacy Support $25,000 ES Local Theater Participation Program $20,000

ES Occupational Therapy Resource Materials $5,200

ES Music Program $15,000

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Booster Club Lan Fisher Booster Club President

Established in 1985, SAS Eagles Booster Club is a high school, parent-led organization whose goal is to promote positive parent and community involvement in support of the enhancement of extracurricular, cultural, and scholastic activities. In addition to financial support, we aim to assist students in building school spirit, encouraging teamwork, and promoting sportsmanship through the involvement of these activities. We strive to work with administration, the PTA, and faculty to help enrich our studentsâ&#x20AC;&#x2122; experiences at SAS.

Athletics 28%

SCHOLARâ&#x20AC;&#x2122;S LIST LUNCH 3%

To achieve our goal, the Booster Club raises funds through the sale of uniforms, school supplies, school spirit merchandise, barbecues, bake sales, and community social fundraising events. The 2013-14 year was a record-breaking year for the Booster Club with more than $500,000 in revenue. With the strong support of parents and the SAS community, Booster Club was able to contribute more than $105,000 to fund the various high school student programs and activities. As part of our commitment, Booster annually awards $30,000 in Interim scholarships to ten need-based students and $10,000 in scholarships to ten graduating seniors.

SCHOLARSHIPS 36% 66

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THE ARTS 11%

Booster Club fund distribution

STUDENT GOVT MURALS 2%

SENIOR CELEBRATION 13%

STUDENT CLUBS 8%

Booster Online Store

The Booster Club Board 2013-14

After many months of hard work, we were pleased to announce the opening of our Booster online store, which was officially launched at the beginning of August 2013. The store offers parents and students the option and convenience of buying school uniforms online. Among other things, the online store is designed to ease the stress of backto-school purchasing. Feedback from the parent community has been extremely positive and we hope more will take advantage of the service provided. In addition to uniforms, the online store also carries school spirit merchandise including: t-shirts, tank tops, sweatshirts, water bottles, gym bags, and much more. The merchandise can be picked up at the Booster Booth or shipped to an address in Singapore. Visit our store at: sasboosterstore.myshopify.com.

Our parent volunteers are the backbone of this organization. Not only do they actively work on campus during school events, but they also put in countless hours behind the scenes. The activities cover a broad range of talent, time, and resources. A sincere thank you to all who served on the Booster Club Board this past year and to all our amazing parent volunteers. You truly helped to make a difference in the lives of our children.

Booster Booth Expansion The Booster Booth began its humble beginnings in the space equivalent to the size of an elevator. The organization started with a modest mission to support extracurricular activities by selling limited spirit items. Today we sell uniforms, school supplies, a prolific line of school spirit items, and snacks. As the scope of our operations expanded, the space has proven to be too small to serve 1,200 high school students, parents, and staff. With the support of administration, the Booster Booth gained much needed additional space over the summer, enabling us to efficiently manage a store of this nature. With the expansion, we are poised to be even more successful. And in return, this will provide us with a greater opportunity to give back to the students and the SAS community.

Executive Board President

Lan Fisher

Vice President

Christie Swanbeck

Secretary

Garima Lalwani

Treasurer

Heide Angell

Parliamentarian

Heather Hoffmann

Standing Committee Members Bake Sales

Leslie Oâ&#x20AC;&#x2122;Brien

BBQ

Henrietta Hurst, Jack Brick, Claire Hewitt

Booth Manager

Kendall Jackson

Design

Luana Navarro, Amy Chou, Nicky Cholet

Design Events

Adeline Norton de Matos

Hospitality

Robin Abeles and Chris Ferguson

Job Shadowing

Jen Powell and Martha Chaudhry

Popcorn Day

Anne Wilhoit and Sherri Thomas

Publicity

Thea Koh

Scholarâ&#x20AC;&#x2122;s List Lunch

Tammy Charter

Social Fundraisers

Annastasia High, Mahima Blair, Patsy Patrick

Special Projects

Kay Schot and Doreen Chou

Sports Team Coordinator

Kerri Izzo

Uniforms

Mary Kate Wallace and Mani Gupta

Visual and Performing Arts Coordinator

Jonna Robison and Priyanka Agarwal

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Alumni Relations Lauri Coulter Associate Director of Alumni Relations

Relationships are fostered at every step in a student’s academic career and last far beyond their time on campus. Even after obtaining a diploma from Singapore American School, every graduate will remain an integral member of the SAS Eagle family. With the help of the alumni association, SAS graduates ranging from 18 to 75 years old – regardless of where they are in the world – will have the ability

to ponder what it was like growing up a third-culture kid, reminisce about their unique time at school and in Singapore, celebrate the accomplishments they have achieved since then, and network with more than 8,000 alumni in our community. The alumni association provides SAS graduates a number of ways to stay connected with each other and the school. They can read Journeys magazine, regular newsletters, or social

media posts; find and get in touch with friends through the alumni directory, which is available online or through an app; or, reconnect at one of the various gatherings the alumni association hosts around the world, including the U.S., Europe, and Australia. As we often say at Singapore American School, once an Eagle, always an Eagle.

Members by Continent 274

5,221

2,617

47 38

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207

SAS website community members

8,404

Facebook FANS

4,181

SAS alumni Linkedin Group

927

Journeys Alumni Magazine Alumni quarterly e-newsletter 2013/14 Alumni Gatherings Hosted by SAS

printed

8,100 copies distributed mailing 7,128 per

Austin Boston Houston New York San Francisco Singapore Sydney Washington DC

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FACILITIES SECTION 6

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Facilities, Renewals, Conservation Anthony Wong Director of Facilities and Services

The 2013-14 year was full of auspicious beginnings for the facilities office. It started with a successful summer works program in which 457 requests and projects were completed and zero accidents were reported. It also saw the unveiling of 3,356 solar photovoltaic panels, a system officially recognized as the largest non-commercial installation in Singapore today. It saw the further development of partnerships between the facilities office and the rest of the SAS community, such as the safety committee and the 100 Days of Green platform for sustainability initiatives. But it also saw the beginning of the end of an era, with the departure of four key staff members universally adored by staff, parents, and students. Services Manager Henry Seow and Primary/Intermediate School Head Custodian Ahmad Rodzi “Rudi” bin Abdul Rahim retired in June 2014 after eight and 45 years of service at SAS, respectively. In October 2013, Gyms/Pools Head Custodian Mohd Yusoff bin Mohd Shah retired in his 42nd year of service. Beloved Middle/High School Head Custodian Radzali bin Dolah passed away in April 2014, a week before his 60th birthday.

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One of the strengths of the facilities office has always been its maturity as a department. In last year’s annual report, it was noted that its 24 fulltime personnel had a combined 374 years of experience of working at SAS - that’s an average of 16 years per staff member. Of course, with maturity comes the question of succession, which is why the facilities office has been crafting a succession plan for some time now. The recent departures showed the depth of the department’s proverbial bench. After Yusoff’s retirement, his longtime adjutant Dinoh bin Jeman received a well-deserved promotion as the new gyms/pool head custodian. An entire cadre of capable custodians rose to the occasion after Radzali’s passing. And who else to follow in the footsteps of the venerable Rudi, than his nephew and doppelgänger Taha bin Kamsani? The new generation of custodians and staff learned from the best. The right personnel, together with our robust systems and processes, will continue to ensure smooth operations and allow us to achieve our strategic goals.

About us The Facilities and Services Office oversees the SAS physical campus and ensures the smooth operation, maintenance, and management of 99,044 square meters of gross floor area and 144,000 square meters of total plot area. Facilities’ safety and green building initiatives have been recognized by the Singapore government through certifications and awards such as bizSAFE 4, Green Mark Gold, Water Efficient Building, and Friendly Building.

Energy consumption fell to an 18-year low despite growth in campus student numbers by 67% and built up areas by 51%

SAS energy consumption and costs since 1996-97 13 million kWh $2.2 million 3,757 students 97,314 sq.m.

kWh 14,000,000

9.5 million kWh $1.1 million 2,343 students 65,398 sq.m.

12,000,000

10,000,000

9.7 million kWh (10% solar) $2.4 million 3,935 students 99,044 sq.m.

SGD $3,500,000

$3,000,000

$2,500,000

8,000,000

$2,000,000

6,000,000

$1,500,000

4,000,000

$1,000,000

2,000,000

$500,000

SGD

$3.9 million

renewal of Gym 2 One of our strategic goals, to enhance the asset value of our physical campus, is most evident during the major construction period that takes place during the SAS summer holidays. The 457 requests and projects completed in the summer of 2013 include the renewal of the elementary pool, the merging of the primary and intermediate libraries into one elementary library, the conversion of the middle school play field to artificial turf, the creation of a new science, technology, engineering, and mathematics (STEM) classroom for high school, the installation of 63 new fan coil units (FCUs) for air-conditioning and 32 new closed-circuit television (CCTV) cameras for security, and the renovation of the middle school locker rooms and the middle school tech help center.

-14 13

-13

-12

12 20

-11

11 20

-10

10 20

-09

09 20

-08

08 20

-07

07 20

-06

-05

05 20

04 20

-04 03

-03

-02

-01

00 20

-20

-99 98

99 19

-98 97 19

-97

kWh

The biggest project, however, was the $3.9-million renewal of the middle school gym. The facility, now known as Gym 2, was unveiled in August to everyone’s elation. “After years of ‘borrowing’ the high school gym [Gym 1], having to wipe [air-conditioning] condensation off the floor during games, and having parents comment on the shabby nature of the middle school gym, we have gone straight to a first-class facility,” said Middle School Principal Devin Pratt. Longtime SAS collaborators clla Architects were challenged to reinvent the gym into something that could accommodate not just PE classes and extracurricular sports, but also non-athletic events of all kinds and sizes. A dividing curtain was installed so that multiple classes and small events could be held simultaneously. The new, 1,400-seat telescoping bleacher system retracts into the walls to maximize floor space. Three multimedia screens and a state-ofthe-art sound system transform any event into an audiovisual experience.

After clla’s success with the nowiconic giant ceiling fan at the intermediate/middle school cafeteria, another behemoth was installed at Gym 2 to improve cooling and reduce the gym’s carbon footprint. Unlike its scene-stealing twin, however, the gym fan is almost invisible behind the sleek lines of protective grilles. The fan isn’t the only green feature. The grilles, insulation, and laminates are independently certified to be low in volatile organic compounds, formaldehyde, and phthalates. The resilient, shock-absorbent maple flooring is from managed forests and has recycled content, with multiple environmental credentials. Finally, a clla project is not complete without the firm’s signature use of light and color. Pristine white walls and blond wood lend the gym a vibrant glow, while the matching reds of the grilles and seats provide a bold but elegant splash of color.

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Award-winning, recordbreaking solar panel project Another major construction project that took place in the summer of 2013 represented a significant milestone in the facilities office’s journey towards another strategic goal: whole-campus sustainability. After coming on line in August, the 1.007-megawatt (MW) system was formally launched on October 26 in a ceremony that was graced by US Ambassador to Singapore Kirk Wagar, Member of Parliament for Sembawang GRC (Woodgrove) Ong Teng Koon, and Economic Development Board (EDB) Executive Director for Clean Technology Goh Chee Kiong. Days later, on October 30, SAS became the very first educational institution to receive the prestigious Solar Pioneer Award from the Singapore government. This is the latest of many accolades that SAS has received for sustainability initiatives: in the past, the school has been officially recognized for its water conservation measures, and it is one of the few fully air-conditioned schools in Singapore to be certified Gold or higher under the Green Mark rating system for existing buildings (most schools obtain Green Mark for new construction). The solar panel array is designed to produce at least one million kilowatt-hours (kWh) annually, or about a tenth of the school’s existing electricity consumption. The percentage will increase as SAS continues to become more energyefficient.

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Speaking at the solar launch, student environmentalist Ramita Kondepudi (Grade 12) highlighted the profound effects of such a large-scale implementation of renewable energy. “Our actions are here in Singapore, but the effects reach far beyond our borders,” said Kondepudi, a member of the Students Against the Violation of the Environment (SAVE) Club and the Global Issues Network (GIN) Club. “[The solar panels] will save 10,000 tonnes [metric tons] of carbon over 20 years, which is equal to 500,000 trees.” The school’s push for clean energy is a perfect example of its commitment to being a responsible citizen of the global community. “At Singapore American School, we are modeling what we believe it takes in order to solve the world’s most complex problems,” Superintendent Dr. Chip Kimball said at the launch ceremony. “It takes resources, great minds, and partnerships - people working together.”

Turning theory into practice These partnerships were apparent in the many collaborations between the facilities office and the rest of the school, such as those featured in the 100 Days of Green campaign that ran from March to May 2014. Beyond sustainability, the campaign is also in keeping with the facilities office’s strategic goal of enhancing student learning. The 100 Days of Green campaign promoting environmental awareness and sustainable living was inspired by traditions that the school has already established around Earth Hour (March 29), Earth Day (April 22), and the International Day of Biological Diversity (May 22). Another reason for the focus on 100 days is that it approximates the time needed for a person to break an old habit or develop a new one. A small but rigorous study by the University College London, published in 2010, found that it took an average of 66 days to form a habit. Throughout the 100 days, various initiatives provided outlets for discussion on green issues. Studentmade videos were uploaded to a YouTube channel for environmental issues, and eco-friendly prizes were awarded in an online comment contest. Mr. Hoe offered a discounted vegetarian dish on Earth Day, and teachers encouraged their classes and clubs to engage with the school’s environmental data and come up with their own sustainable solutions.

The Middle School GIN Club performed an energy audit on personal appliances and electronics at school, showing that standby power from these items resulted in the emission of an estimated 21 tonnes of carbon dioxide - the equivalent of 1,457 trees - annually. The students calculated that SAS spends nearly $9,000 every year just to power 87 personal minirefrigerators in classrooms and offices. Middle School Peer Counsel members had their own energysaving campaign, raising thermostats to 25ºC and turning off one bank of lights in each classroom for Earth Day. This resulted in a carbon dioxide savings equal to approximately 20 trees. The biggest new activity that was featured in the 100 Days of Green was a schoolwide campaign spearheaded by seventh grade science students to reduce waste on campus, specifically by focusing on paper towels. Students performed a waste audit and found that SAS threw away nearly 9 million paper towels every year - by anyone’s standards, a wasteful practice that needed to stop. Inspired by a TEDx Talk by Joe Smith, the students then embarked on a crusade to teach everyone from ECC students to Superintendent Chip Kimball the “shake and fold” technique to thoroughly dry hands using just one paper towel.

The same seventh graders regrouped at the end of May for another waste audit. The recount showed that paper towel use had gone down by 30 percent - a potential savings of 3 million paper towels, or 100 trees by weight, in one year. For seventh grade science teacher Natalie Grimbergen, it was a powerful experience. Fellow teachers and parents have reached out to her, sharing how the “shake and fold” dance has become a habit in their classrooms and homes. “It was my hope that the students would take what they learned and be part of a movement within SAS to practice sustainability,” Mrs. Grimbergen said. “We will definitely do [another green challenge] next year!” The 100 Days of Green campaign is just one example of the facilities office’s many collaborations with teachers and students to turn classroom lessons into life lessons, and to turn theory into practice. Through the years, facilities staff members have mentored senior projects, assisted club events, and taken on student interns. Construction projects are designed to create learning landscapes that make the physical campus an education in itself. Even the school’s operations and maintenance have become hot topics in class, with facilities personnel giving guest lectures on air-conditioning, resource efficiency, and sustainability.

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The vanguard of security and safety Collaboration is also imperative in achieving the final strategic goal of ensuring a safe and secure physical environment. Good working relations with contractors, consultants, thirdparty auditors, and Singapore government authorities allowed the facilities office to achieve its single biggest safety victory, when the summer works period ended with zero accidents reported after 56 days and 52,330 man-hours of labor. Teamwork is also the heart of the schoolâ&#x20AC;&#x2122;s safety committee. Chaired by Middle School Deputy Principal Brian Combes, the committee counts other division deputy principals as well as representatives from facilities, human resources, technology, and contract services as members. The safety committee ended 201213 on a positive note, getting the schoolâ&#x20AC;&#x2122;s workplace safety and health certification upgraded to bizSAFE Level 4 - the penultimate level - in May 2013. Throughout 2013-14, the safety committee continued to tackle a variety of issues ranging from fire alarms to haze.

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The safety committee immediately took the lead in addressing issues of child protection after the international school community was rocked by cases of sexual abuse in schools outside of Singapore. Protocols for performing background checks on outsourced staff as well as direct hires were immediately reviewed. All contractors were required to declare, through a legally binding undertaking, that none of the workers stationed at SAS had a record of any crime or offense related to child abuse, sex crimes, or any other activity that would represent a risk to the school. The undertaking also instructs the contractors to immediately notify SAS of any relevant information they may receive in the future. While existing contractors were reminded to avoid unnecessary interaction with students and community members, the safety committee also looked at ways that school infrastructure can reduce the possibility of a child being left alone with an adult. The current trend of SAS restrooms being renovated to have open (doorless) entrances was lauded as one such measure.

Valuing our human resources Perhaps the greatest, albeit intangible, factor contributing to safety and security on campus is the kinship community members feel towards one another. When contractors feel that they are part of the SAS family, they are even more committed to keeping the school and its students safe. “It’s only at SAS where I’ve seen everyone, from the superintendent to students, really interact with housekeepers and show appreciation for them,” said Seow in 2012, when asked to comment on why 65 percent of housekeepers that were previously employed by contractor ServiceMaster jumped ship to ISS, the competitor that took over. “When we greet them, chat with them, or even just smile at them, it makes them feel good about their work and reinforces their sense of belonging in the community.” Of course, tangible benefits helped, too. Housekeepers’ salaries have increased by an average of $100 per month for full-time staff and $50 per month for part-timers. SAS continues to match the annual bonuses that housekeepers already receive from ISS, and commendations for honesty, attendance, and good work - awarded at the end of every

semester - come with gift certificates as a token of the school’s gratitude. As for direct employees, the facilities office provides many opportunities for professional growth. Facilities staff members have been certified as energy managers and safety officers, and they regularly attend conferences and workshops to keep abreast of the latest innovations and trends in the industry. Everyone receives formal training in the various equipment and software they interact with at work, from building automation systems to work order management systems, and from heavy-duty lifts and cranes to iPads.

Next year and beyond There is no question that the coming year will bring its own changes and challenges. Facilities Secretary Maggie Chow, Head Custodian Rahim bin Yahya, and Driver/Dispatch Clerk Ali Abu Bakar, with a combined total of 116 years of work experience at SAS, are scheduled to retire in 2014-15. But what is also certain is that the facilities office will continue to rise beyond our everyday tasks to meet our strategic goals, working with the SAS community to be a world leader in education cultivating exceptional thinkers prepared for the future.

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Statistics for July 1, 2013 to June 30, 2014 Energy

9,732,390

kWh consumed (including 942,953 kWh of solar energy) We have saved 14.3 million kWh since our baseline year of 2007-08. Another way to look at it: energy consumption is almost back to 1996-97 levels despite 67% increase in student population and 51% increase in built area.

$2,461,311

spent Thanks to energy efficiency and conservation, we’ve avoided paying $2.7 million in bills since 2007-08.

4,233

tonnes CO2 emitted Since 2007-08, we’ve avoided emitting 7,763 tonnes of carbon dioxide. How does this benefit the planet? Well, it’s as if 23,961 people canceled a flight from Los Angeles to New York City!

SASCard 4,887 1,792,714

CEPAS cards printed

access control transactions processed (e.g. turnstile use)

1,186,047

financial-related transactions processed (e.g. cafeteria use)

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SAS

Summer works 457 0 52,330

approved requests and

projects

accidents

man-hours of labor

SchoolDude online help desk 5,542 30

requests received (excludes emergency calls and events)

Averaging

requests received every school day

Just some of the things we operate and maintain 2300

681

532

493

168

Central air-conditioning system

Toilets and urinals

Fire extinguishers

Electrical subboards and distribution boards

Hose reels

130

Drinking fountains

Swimming pool pumps

High mast towers

Automated road barriers

Kilns

Enhanced lightning protection systems

Precision air-conditioners for server room

Cooling towers

Standby generators

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RESOURCING AN EXCELLENT EDUCATION SECTION 7

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Financial Review William Scarborough Assistant Superintendent for Finance and Business Operations

Singapore American School is incorporated in the Republic of Singapore and recognized under the Singapore Charities Act. Accordingly, an elected board that serves without remuneration governs the school, and financial surpluses, if any, can be used only for the betterment of the school. The assistant superintendent for finance and business operations manages the school’s finances under the guidance of the superintendent. In fulfillment of its fiduciary duties, the board provides oversight through the Facilities and Finance Committee. All key financial decisions including establishment of the annual budget and schedule of fees arise from recommendations of the facilities and finance committee to the board. The board also sets the school’s investment policy with implementation of said policy and oversight of investment performance handled by the Investment Advisory Committee through the Facilities and Finance Committee. The board also ensures that an annual audit is conducted. The school’s financials are presented here, in part, with full statements distributed separately to school families. A broader explanation of the school’s financials, as well as an opportunity to ask specific questions, is available at the annual general meeting held in October. The audited financial results for the 2013-14 school year compare favorably to the budget approved by the board in March 2013. This

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outcome is a result of sustained full enrollment, a strong Singapore Dollar, and successful cost containment efforts. Ongoing enrollment management practices resulted in an average student enrollment of 3,912 and fee income from 3,994 students. The number of new students paying registration fees rose to 933 from 904 in 2012-13 and 796 in 2011-12, resulting in higher revenues. The average tenure for SAS students increased slightly to 4.0 years from 3.7 years in 2012-13. Total enrollmentrelated income comprised 97 percent of revenues, which is consistent with 2012-13. Other revenues, including donations, investment income, and guaranteed placement program subscriptions, contributed the remaining 3 percent, which was also consistent with 2012-13 results. In its efforts to provide an “exemplary American education with an international perspective,” the school employs 375 faculty members for classroom instruction, learning support, and counseling, 237 support staff in classrooms, libraries, offices, and maintenance, and another 22 leadership team members. In total, salaries and benefits for 634 staff represented 89 percent of operating fund expenses (up from 87 percent the previous year) and 71 percent of total costs. Overall, however, salaries and benefits costs were below budget for the year. Providing and maintaining quality facilities to support the academic program accounted for 16 percent

of total expenses, which represents an increase as we work to renew the campus. This investment is likely to increase over time as the campus continues to age and requires greater upkeep and renovation work. Significant renewal efforts in 2013-14 included renewal of Gym 2 (formerly the middle school gym), washrooms, and a new turf field behind the Riady Center. Learning resources, including classroom and curricular materials, musical equipment, athletic supplies, and library materials accounted for another 6 percent of costs, which is slightly higher than in 2012-13. Another 2 percent was devoted to technology support to provide resources such as the campus wireless network, instructional computing, and support for both administrative and learning systems. The research and development initiative accounted for 0.4% of costs. Planned reserves, the budgetary allocation dedicated to meeting the commitment to adequate operating reserves as well as future facilities needs, totaled 2 percent of expenses, consistent with the prior year. The school will continue to build reserves for eventual replacement of the Woodlands campus. Lastly, central administration, including admissions, human resources, community relations, the business office, and the superintendent’s office, accounted for 3 percent of expenses, a slight decrease from 2012-13.

The net surplus will be added to the schoolâ&#x20AC;&#x2122;s reserves and endowment to support the long-term financial stability of the school. The board established these reserves in 2007 to provide a backstop in the event of an unexpected decline in enrollment. More specifically, the schoolâ&#x20AC;&#x2122;s reserves and endowment began the 2013-14 year with $105 million in total funds. The addition of $10 million and investment returns resulted in a total valuation of nearly $128 million on June 30, 2014 with the endowment representing $33 million of this amount. The seven-member Investment Advisory Committee is charged with supporting the board in management and investment of these funds, and continues to provide regular oversight. The Investment Advisory Committee is comprised of both board members and parents with investment experience, all of whom participate on a voluntary basis. As a direct result of their guidance and leadership, we have met our benchmark returns and have more than recovered from the financial downturn of 2008-09. The comments above and the audited accounts reflect the efforts of the board and the school administration to maintain and improve the schoolâ&#x20AC;&#x2122;s long-term financial health.

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Financial Statement

$33,100,000

$25,900,000

Singapore American School $24,400,000

Endowment

Fund Balance

$19,800,000

$11,200,000

$8,200,000

$4,900,000

$1,400,000

$500,000

Jun 2006

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Jun 2007

Jun 2008

Jun 2009

Jun 2010

Jun 2011

Jun 2012

Jun 2013

Jun 2014

Research & Development 0.4% Learning Resources 6%

Planned Reserves 2%

Technology 2% Administration 3%

Campus Operations 16%

Schoolwide Expenses 2013-14

Salaries & Benefits 71%

Salaries and benefits constitute approximately

89% of operating fund expenses

Other Income 3%

Annual Facility Fees 11% Registration Fees 8%

Schoolwide Revenues 2013-14 School Fees 78%

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Philanthropy Michael Kingan Chief Advancement Officer

Your Gift, Their Future Our students are our future. At SAS we have the privilege of teaching tomorrow’s leaders, and the responsibility to provide them with exceptional educational opportunities. Donor generosity makes these opportunities possible. Donor gifts enable us to provide the program initiatives, service and experiential learning, learning support, and studentdirected projects that make an SAS education truly extraordinary. When our students leave us, they will build on the life-changing experiences and broadened perspectives gained here. Careful thinkers, clear communicators, creative problemsolvers, empathetic community members, and truly global citizens, they will make their mark on the world. SAS was built on philanthropy, with donations from businesses and individuals entirely covering the 1956 start-up costs of the little school. Nearly sixty years later and forty times larger, today SAS still depends on its donors. Tuition alone does not cover the full cost of the SAS experience, and charitable gifts play a crucial role in the education of SAS students. The SAS Foundations - one in Singapore and one in the United States - were formed to accept donations that will advance education and student opportunity at Singapore American School. In this report we are pleased to offer an update on the impact of giving and the quality of education achieved as a result of the SAS Foundations’ generous donors.

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FY 2013-14 1 Expanded Fundraising Over the last year, SAS’s fundraising strategy has evolved to take advantage of our history and breadth of impact. Although the annual Star Appeal Gala dinner remains our signature fundraising event, we have also extended our email, mail, and telephone appeals in order to reach those who may not be able to attend the gala. Recognizing that our efforts must extend beyond current students’ parents, we have improved our record-keeping to enable us to contact alumni, alumni parents, current and former staff, and other friends of the school. Volunteer-driven fundraising, with alumni taking the lead, is also seen as a promising route to greater donor participation and diversity. Letters, emails, and website articles periodically thank donors and inform them of how their gifts are being used to benefit SAS students.

2 Using Foundations Funds Wisely In the last year we have become increasingly strategic and purposeful in our use of the foundations’ funds. To that end, we have created a process to centralize and organize the annual fund grant request and allocation process. Each May the different SAS divisions request money to support specific projects and programs for the upcoming academic year. Those that are approved are made available for use during the next school year. Last year about $1 million was given to meet such requests. Throughout the year, students and teachers may apply for money from the excellence and innovation fund if they have a specific need that cannot be otherwise met, and that will either make a current program substantially better, or allow a new and innovative program to start. This fund received $100,000 for the 2013-14 year from the SAS Foundations.

Activity Highlights 3 Helping Students Develop their Passions Allocated school funds cannot cover all the interests of our students, so foundation funds play a crucial role in this area. Last year, beginner and intermediate-level sports teams, student clubs, and special classroom activities were all supported by foundation funds. Money for extracurricular student projects, such as the exploration of Google Glass by two technologically talented sophomores, or resources for specific senior projects, may also be granted. Charitable gifts allow SAS to expose students to a wide range of opportunities and then help them to engage deeply with those that stir their passions.

Connecting with our Community and with Real-Life Situations

An Extraordinary School with Extraordinary Impact

In 2013-14, foundation funding supported student access to rich, meaningful learning experiences, particularly those that embraced the wider community and real-life problem-solving opportunities. Specific grants allowed, for example, community service trips to local schools and care homes, participation in the Global Issues Network conference in Beijing, handson replanting and restoration of the school eco garden, and student dance performances in downtown Chingay celebrations.

We are proud of the work that SAS does in giving students the tools and experiences to be confident, creative, and caring members of the world community. With exceptional care for all students, service and leadership opportunities at every level, global experiences in Singapore and beyond, and classroom learning integrated with real-world applications, SAS is truly an educational leader. With the support of its donor community, SAS can fulfill its mission of providing every student with â&#x20AC;&#x153;an exemplary American educational experience with an international perspective.â&#x20AC;?

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The SAS Foundation Ltd Board Members (Singapore)

Koo Bon Sun (Chairman), Margrit Benton, Dr. Chan Wing Kwong, Devin Kimble (Treasurer), Rudy Muller, Adrian Peh, Jacqueline Seow, Brent Smith, Christopher Tan, Raymond Zage

The Singapore American School Foundation Board Members (United States)

Dr. Chip Kimball (Chairman), Shelley DeFord, Erica Dewan, Bob Gross, Rudy Muller, Brent Mutsch, Deirdre Simon

Mission The mission of the SAS Foundation Limited (Singapore) and the Singapore American School Foundation (United States) is to provide charitable funding for the educational programs, operations, and capital initiatives at Singapore American School and for SAS student educational needs.

About the Foundations Two charitable organizations provide support to Singapore American School: the SAS Foundation Ltd. (an IPC-recognized organization registered in the Republic of Singapore); and the Singapore

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American School Foundation, Inc., (a US-recognized not-for-profit 501(c)3 organization). The first organization is based in and supports SAS educational needs in Singapore, and the second organization is based in the United States and supports school educational needs worldwide. Both foundations are independent, autonomous organizations with independent boards of directors, and each follows the laws, regulations, and guidelines as outlined by the appropriate oversight agencies respectively in the Republic of Singapore or the United States. Starting in 2013, funds raised and distributed by each foundation will be reported separately, those administered by the Singapore-

registered SAS Foundation and those administered by the US-registered Singapore American School Foundation. Previously, funds from the US foundation were distributed to the Singapore foundation so that the gift totals could be stated as a combined report. As the size and complexity of each foundation grows, both boards of directors determined that it is best to discontinue this combined reporting and to report the activities of each organization separately. Therefore gift distributions listed for the SAS Foundation (Singapore) in 2014-15 are only a portion of the overall gifts, the remainder being distributed by the US Singapore American School Foundation (United States).

Four-Year Summary of SAS Foundation Allocated Funds: 2011-12 to FY2014-15 Over the last four years, charitable funds have been designated for five categories: academic programs, extracurricular and athletic programs, community service programs, student financial assistance, and endowment growth. The first four categories use charitable funds to support current programs at SAS. Endowment growth will ensure the schoolâ&#x20AC;&#x2122;s long-term financial security and support the programs, people, and facilities that improve student teaching and learning. The designation of new gift funds over four fiscal years is outlined in the following table.

Use of Funds FOR

2014-15 2013-14 2012-13 2011-12

Sum of

Allocated*

Allocated

4 Years

Academic Programs

S$ 596,100

S$ 515,757

S$ 90,000

S$ 20,000

S$ 1,221,857

Athletics & Extracurricular

S$ 60,000

S$ 200,000

S$ 95,000

S$ 69,000

S$ 424,000

Service Learning & Leadership Development

S$ 130,000

S$ 77,600

S$ 65,000

S$ 337,600

Financial Assistance

S$ 0

S$ 380,000

S$ 300,000

S$ 680,000

Endowment

S$ 0

S$ 57,000

S$ 336,600

S$ 393,600

S$ 543,900

S$ 66,400

S$ 125,000

S$ 9,400

S$ 744,700

S$ 1,330,000*

S$ 859,757

S$ 812,000

S$ 800,000

S$ 3,801,757

Donor Specified Total Allocations

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Contributors to the SAS Foundations 2013-14 1956 CIRCLE S$50,000 AND ABOVE Anonymous

Kent and Susanne Paulli

Khoo Family and the Khoo Teck Puat Foundation

Raymond and Kaori Zage

EAGLE CIRCLE S$20,000-S$49,999 Anonymous Fanny Barki Shirley Fung and Paul Bernard Jeremy and Willow Brest Wing Kwong Chan and Vivian Liu Michael and Shelly Dee / The Hoglund Foundation Guy Elliott and Noemi Nemes

Laura and Brooks Entwistle ICAP AP (Singapore) Pte Ltd Adam and Brittany Levinson Marina Bay Sands Pte Ltd Christopher Misner and Crystal Hayling Brian O’Connor and Nancy Menayang Kim and Birgitte Rosenkilde

Richard and Jacqueline Seow Helman and Maria Sitohang Gerry and Michelle Smith Kenji and Astrid Taira The Calvin Widjaja Foundation Sean and Lisa Wallace Adrian and Clarice Woodworth David Zemans and Catherine Poyen

TIGER CIRCLE S$10,000-S$19,999 William Adamopoulos and Georgette Tan Jeremy and Georgina Bach Nicholas Ballas and Triyatni Martokoesoemo Mark Nelson and Margrit Benton Yen Yeo Chen Yeow Ming Choo and Ling Zheng Chiet Hsuen Eng and Su Hui Lee Falcon House Capital Management Pte Ltd Michael Fisch and Victoria Camelio

Eck Kheng Goh and Anita Fam Charles Gunawan and Maria Djoewardi David and Heather Hoffmann Chip and Cheryl Kimball Ashok and Garima Lalwani Michael Langlois and Anita Tan Willard and Katherine McLane Rudy and Andrea Muller Brent and Maggie Mutsch The O’Gorman Family Edan and Bon Park

Adrian and Susan Peh Pratt & Whitney, A United Technologies Company Gregory and Regina Salathe Peter Sheren Marianne Chua and Billy Siu Zanping Sun and Yuan Yang Christopher and Chantal Tan Shankar Viswanathan and Uma Shankar Jessica Welirang Yeap Transport Pte Ltd

GECKO CIRCLE S$5,000-S$9,999 Bart and Valerie Broadman Dickon Corrado and Ito Toshima Oral and Vida Dawe Feroz and Erica Dewan Debashish Dutta Gupta and Shobha Punukollu Christopher and Carrie Gammons Kevin and Amy Gould Mamoru Hitosugi

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ISS Facility Services Pte Ltd Henry Law and Alice Shyu McDonald’s Corporation Kevin and Kellie Meehan Brian Parker and Rachelle Gehrig Don and Mallory Riegger Tandean Rustandy and Susan Sujanto Brent and Sandra Smith

Soh & Tan Enterprises Pte Ltd TCB Sports Pte Lte Steven and Asa Tucker Evgeny Tugolukov and Natalya Pavchinskaya Vantage Construction Pte Ltd Soejono and Fae Varinata Ronald Widdows and Laddawan Wilai Zhou Hin Engineering Pte Ltd

ORCHID CIRCLE S$1,000-S$4,999 Anonymous Beecher and Robin Abeles Ravi and Sunanda Agarwal Peng Huat and Swat Ang Autodesk Asia Pte Ltd Avodaq Pte Ltd Paul and Kristin Azevedo Richard and Ashley Barry Steve Berger and Sarah Wang Paul and Karen Blakeley William and Judith Bollinger Rooman Bundy Capital International Inc. Mark and Mieke Chamberlin Ambrose Cheung Nathaniel Childres and Sofia Tian Kwang Hyuk Choi and Yun Kyung Park Allen Chu and Mary Kuo Citystate Ardent Travel Pte Ltd Neil Clarke and Cynthia Sung John and Sandra Collier Jason and Beth Cone Yazad and Vaishali Cooper Kenneth and Lauri Coulter DB Acoustics Pte Ltd Roy Diao and Grace Young Paul and Anne Marie Doetsch Thomas and Patricia DuCharme

Craig and Toni Dudsak Patrick Kim and Hae Sun Yoon Rajeev and Colleen Duggal Devin Kimble and Amy Sittler Joseph Duncan and Sarah Wang Michael and Maribeth Kingan Elite Airconditioning & Engineering William and Jennifer Kircher Pte Ltd Aliza Knox Leif and Alison Eskesen Anand and Teresa Kumar Everpaint Enterprise Pte Ltd Ranjit And Gauri Lakhanpal Darin and Sara Fahrney Robert and Kate Landau David Flowerdew Pericles Lewis and Sheila Hayre Fuji Xerox Singapore Pte Ltd Luis and Ivette Manuel Tetsuichi and Kaoru Fujiwara Christopher and Janet Maurillo G4S Secure Solutions(S) Pte Ltd John and Elizabeth McGuire Casey Gan and Julie Lim Megabuilders & Development Pte Juan Gonzalez Morel and Sue Koo Ltd Gerard Gwee and Karie Shu Ilian Mihov and Ralitza Peeva Geoff and Jodi Haydon Mimi Molchan and Mike Molly Bryan and Christine Henning David Moore Joe Hickman Nasrat Muzayyin John Shields and Mami Hirota Y.S. and Suzie Nam Hoe Brothers Catering Sung Namgoong and Soyeon Lee Vikram Hora and Shruti Lohia Doug and Maureen Neihart David Hoss and Michael Fiebrich Kevin and Leslie O’Brien Alexander and Anouk Hungate Ong & Ong Pte Ltd Dwight Hutchins and Maria Castillo Richard and Patricia Payne Ruiz Daniel Pergola Susumu Ito Christine Pillsbury and Sandro Gil and Tinker Judson / Bellis Family Raniolo Fund Julia Qian Chang Joo Kang and Hyun Jung Martin and Fiona Riant Chang

Anonymous (3) Dennis and Hyun K Ahn Lisa Anderson ArchitectniX, APAC Melissa Argo Avlite Pte Ltd Michael Barletta Shari Vo-Ta Barnidge Freddy Bharucha and Anita Choksi Neal and Jacqui Bieker Gina Bleedorn Trinard and Karen Broussard Robert and Kate Brundage Eric Bryars and Cynthia Cheong Builder 90 Pte Ltd Bruce and Deana Cantrell Treena Casey The CBORD Group Century Technology Pte Ltd Adil and Martha Chaudhry Dolores Chia-Seah Shilpi Chowdhary Ee Chien Chua Bianca Collins Brian and Emi Combes Glenn Conner Dell Giving Shiv and Roopa Dewan Priyanka Dewan Anuj and Priya Dua Judson and Anne Duncan Jane Etzel Laurynn Evans Follett

Jessica Foschi Kathleen and Kevin Foster Nina Frazier Paul and Morgan Frontczak GDS Engineering Pte Ltd Jacob George and Levy Goenawan Gil Gilliland Shawn and Marian Graham Laura Gray-Garrick Beth and Jim Gribbon Joelle Guilfoyle Arjun and Adeline Gupta Michael and Joanna Hambrick Rudi and Heike Hanz Fornefeld Heath and Leigh Ann Harvey Catherine Hatch Robin Loh and Rebecca Hing Marc-Henri and Karine Hoffer An-Ping and Sarah Hsieh Cliff Hunnicutt Robert Hurley Polly Chang-Hwang Geri Johnson Jeffrey Johnson K.C. Dat (S) Pte. Ltd. Barbara Keeler Sarah Key Itthichai and Ratchada Kittismidh Carol Klecka Elaine Koch Adrian Koh Amit Kunal and Shradha Nayan Herman Kwik and Jeani Littrell-Kwik / Kwik Family Fund

Alan and Patricia Sadayasu William and Martha Scarborough Dennis Shen and Alicia Yi Abidinsyah and Bonita Siregar Spacelogic Pte. Ltd. Mike and Vanessa Spier Timothy and Mona Stuart Lilien Sun Dave and Leslie Swift Tomonori Takihi Soo Lee Tan C C Tang Technologies Creation Pte Ltd Jeffrey Tolk and Astrid Tuminez Visione SAS Pte Ltd Viterbo Interior Design Asia Pte Ltd. Ambassador Kirk Wagar and Mrs. Crystal Wagar Michael and Shawn Waresh Mark Weaser and Irene Bay James and Rebecca Weinrauch Jens and Lisa Wessel Westmont College Ji Young Won and Jinuk Yoo Chiu-Man and Maria Warner Wong Kwan Nga and Rosa Wong Savady and Megan Yem Milan Zavadjil and Tatjana Vuleta Michael and Betsy Zink

TRAVELER’S PALM CIRCLE UP TO S$999

Makerspace DONORS

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Gifts made in the memory of Connor O’GORMAN

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THE SAS STORY SECTION 8

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Telling the SAS Story Vanessa Spier Director of Communications

With a community of nearly 4,000 engaged and unique students, nearly 400 high-performing faculty, and an administration that undertook new vision work, defining our desired student learning outcomes and institutional commitments, our six-year accreditation process, schoolwide research and development, and a support services review, there were a lot of stories to tell throughout the year. The three-person communications team at Singapore American School had no shortage of content in its pursuit to tell the SAS story. While keeping our community up-to-date and engaged is one of our primary purposes, the communications office also worked to update the SAS brand to reflect the school’s forwardthinking work and to increase our presence in an increasingly competitive landscape. When it comes to day-to-day information sharing and keeping families current, our weekly digital eNews is the prime go-to source. Every Friday, we gathered content from up to 40 sources and throughout the year sent 39 issues of eNews to more than 7,500 recipients. Any schoolwide content was also reflected in the news and stories section of the front page of the SAS website.

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The communications office maintains a strong presence online and through social media platforms such as Facebook, LinkedIn, Twitter, and YouTube to engage our families and offer prospective families a reflection of our campus life. In the beginning of the 2013-14 school year, the communications team launched a new schoolwide blog called Perspectives. Designed to highlight and share insight into each of the perspectives of our community, we featured a rotating roster of different voices in our community. The blog was quickly successful in increasing organic Google search results, increasing community engagement, and serving as a glimpse into our community for prospective families. Crossroads, the school magazine, consists of articles submitted by members of SAS community and for the SAS community, and was published four times during the year. We completely overhauled the design of Crossroads, making it more reader-friendly and more balanced with a variety of light features, short articles, photo essays, and longer indepth reflection pieces. One of the new features was “Five Minutes,” where we shared a short biography of one of our administrators or faculty and had them answer a variety of questions ranging from ice-breakers to

questions that revealed their teaching passion and what they love most about being part of the SAS community. Another new feature was the “SAS Voice,” where we posed one question to students in every grade from preschool to twelfth grade, resulting in answers that were humorous and heartwarming to thoughtful and inspiring. Finally, we launched “Notable Mentions” toward the end of the year, offering a platform to celebrate faculty, staff, and students in short newsworthy bites. A few of our highlights included students that were published in Forbes or had novels published, faculty that won prestigious professional accolades, and students that fundraised for causes near and dear to their hearts. Branding and design work extended far beyond Crossroads to more than 100 pieces of collateral, updating the look and feel of all official school digital and print publications and branding pieces, and uniting all divisional work to feel more like one united school. Parent focus groups at the end of the year revealed high levels of community satisfaction with both design and breadth of collateral pieces.

10,500 PERSPECTIVES BLOG VIEWS

440

FACEBOOK POSTS

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962,489

Branding and design work extended to print and digital advertisements, as well. The communications team continued the Be Engaged. Be Challenged. Be Inspired. Be You. campaign across the year’s advertisements in an increased number of print publications, banner ads, and paid directories that featured international school listings. Creating great content was only one strategy of the communications team’s marketing efforts. Strides were taken to make the SAS website a better user experience, and branding style work was started, to be completed in early fall 2014.

SAS WEBSITE VISITS

217,281 ENEWS OPENS

To get prospective families to our website and our content, we engaged with a search engine optimization company. Much of the early work was cleaning up the back end of the website – deleting duplicate pages, broken links, and unnecessary archives. As a result, Google recognized the SAS website as more legitimate and our pay-per-click rate decreased a great deal. It was a busy year for communications, reflecting the life of a very dynamic school.

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CROSSROADS ARTICLES

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