Annual Report 2017-18 by Singapore American School

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

A VISION FOR LEARNING

Section 3

AN INTERNATIONAL PERSPECTIVE

Section 4

THE SAS FAMILY Section 5

Learning at SAS Educational Technology Elementary School Middle School High School Senior Sign-off Summer Semester Athletics and Activities Assessing the Results College Admissions Student Services Academic Visitors-in-Residence

24 26 28 30 32 34 36 38 42 46 50 52

World Language Chinese Immersion Interim Semester Classroom Without Walls Service Learning

58 62 64 66 68

Our Students Our Faculty and Staff Our Parent Volunteers Our Alumni

74 76 80 82

Our Facilities Our Finances Our Philanthropy

86 88 92

SYSTEMS THAT SUPPORT LEARNING

6 8 10 20

t e n t o n

Section 2

AN EXEMPLARY AMERICAN EDUCATION

From the Board Chair From the Superintendent Strategic Vision Our Reputation

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Singapore American School is truly a “good to great” institution. Although it ranks among the best schools in the world, leaders and teachers are never satisfied with our status and consistently strive for higher levels of excellence. This commitment to be globally competitive is combined with a commitment to the social and emotional needs of students, representing a rare combination of rigor and kindness, the pursuit of excellence, and human decency. SAS doesn’t just prepare students to be leaders in a global society; it prepares them to be kind, decent, and generous citizens of the world. Dr. Douglas Reeves Founder, Leadership and Learning Center

A VISION FOR LEARNING

From the

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For over 60 years Singapore American School has pushed the boundaries of what is possible for students. That legacy continued in 2017-18 as we unveiled several new flexible learning spaces, increased our advanced studies offerings, and had an unprecedented number of students create projects across all divisions. As board members and as parents we love the learning happening both on campus and in our homes. We have amazing educators across every division and we are fortunate to be in a community with the resources to continually support faculty and their development. In 2017-18 we had 13 faculty earn masterâ&#x20AC;&#x2122;s degrees while another cohort of 16 faculty earned their doctorates. We truly have some of the best teachers in the world. We are proud of the accomplishments of our school and our students, and are honored to be able to continue more than six decades of strong parent volunteerism and a distinct culture of giving back to the school community. The SAS board is a strategic one, and our primary role is to support the superintendent, help chart the strategic direction of the school, and ensure its long-term financial health. We seek to ensure the school offers one of the best educational experiences in the world for students now and long into the future.

The board is comprised of nine to 12 members, all of whom are currently SAS parents. It seeks to maintain an important balance of skills, experience, and backgrounds to enrich board conversations and decision-making. Based on the recommendations that came from a multi-year research process and work with outside consultants we proposed a transition to a hybrid system of selection for board members. The proposal was for one third of the board to be appointed, complementing the two-thirds of members chosen through an election process. To change the articles of association, a 75 percent positive vote was required, and the proposal received just under 72 percent. At the spring Extraordinary General Meeting we held an election featuring eight candidates. The vote resulted in the reelection of Laura Entwistle and Samba Natarajan and the addition of two new board members Zain Fancy and Thomas Wu. The process was a powerful learning opportunity for everyone involved. We are grateful for the loyal and outstanding service offered by our outgoing cohort of board members which includes, Catherine Poyen Zemans, Anita Tan-Langlois, and Astrid Tuminez. In April 2018 Dr. Chip Kimball, superintendent of Singapore American School, informed the board that he will be leaving SAS in June 2019, following the completion of the 2018-19 academic year. We are saddened by this announcement and are grateful for his leadership and the invaluable contribution he has made to SAS. The board is taking steps to have his successor in place for the academic school year 2019-20, and a search committee has been established with the objective of identifying the next leader for our school. In 2017-18 we focused on tracking and monitoring the implementation of the strategic plan, ensuring the long term sustainability of the school through its financial standing, the facilities plan, our program offering and board sustainability and effectiveness. As you read this annual report you will find evidence of success across each of these focal points. There is much to look forward to in the future as we continue to provide each student an exemplary American educational experience with an international perspective. Thank you for partnering with us and helping make this remarkable community such a special place. Ehab Abou-Oaf

2017-18

School Board S

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Tamera Fillinger

Facilities & Finance Chair, Master Plan Finance Committee

Since 2017

Since 2014

Vice Chair, Governance Chair, Process Review

Since 2016

chair

Roy Diao

Ehab Abou-Oaf

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Laura Entwistle

Ilian Mihov

Tina King

Governance, Foundation Board Liaison

Governance

Facilities & Finance, PTA Liaison, Investment Advisory

Since 2015

Since 2014

Since 2015

Samba Natarajan

Catherine Poyen Zemans

Facilities & Finance

Governance, Investment Advisory, Foundation Board Liaison

Since 2015

Anita Tan-Langlois

Facilities & Finance, Foundation Board Liaison Since 2012

Since 2008

Astrid Tuminez

Arpana Vidyarthi

Since 2013

Since 2015

Facilities & Finance

Governance

From the

T E N N I D R E E N P T U S It is with great pride and appreciation that I reflect on the rich 63-year heritage of Singapore American School and the achievements of the 2017-18 school year. Our school, our faculty, and our students have experienced many changes over the years, from first opening our doors in a small bungalow to our current expansive Woodlands campus, and from volunteer teachers in our early days to the best faculty I’ve seen in any school across the world. Through it all, Singapore American School has remained grounded in its mission to provide each student an exemplary American education with an international perspective. The values that have guided the school, along with its deep commitment to continuous improvement, have resulted in a world leader in education, cultivating exceptional thinkers who are prepared for the future. The annual report is our opportunity to assess our progress toward our mission and our strategic plan. It tells the story of our school and helps us reflect on whether we are truly meeting our goals for student learning. The 2017-18 school year at Singapore American School was, indeed, a phenomenal year characterized by deep and lasting learning for our students and innovation and leadership for our school.

This year’s report reflects our vision for learning, the strategic plan through which we progress toward our vision, divisional highlights, and the international perspective the school embodies. We focus on the key academic and financial indicators by which we measure success, as well as on the faculty, staff, student, and parent partnerships that make SAS the community it is. Our leadership and faculty devoted significant time and resources over the past year to continue personalizing learning in meaningful ways. The school received commendations from the Western Association of Schools and Colleges (WASC), our accrediting body, in our mid-term review. Our faculty continued to collaborate in the early stages of our facilities master plan, and they continued to demonstrate their own commitment to learning through their professional learning communities. In addition, a number of our faculty completed higher degrees, resulting in 13 new master’s degrees and 16 doctoral degrees, which will directly benefit SAS students. SAS continued to engage parents in new ways: through live streaming and providing video archives of divisional and counseling seminars, as well as offering evening and downtown events, a new engagement platform called Thoughtexchange, and feedback forms in eNews and parent portal. The home-school partnership is critical to student learning success, and SAS remains committed to making engagement with the school easier. On the financial side, the Lim family pledged a S$3 million gift to Singapore American School—the second largest in the school’s history—to support personalized learning. The gift will fund three faculty positions for four years to develop and implement personalized learning curriculum, assessment, and instruction. Singapore American School has long been recognized as one of the top international schools in the world. Our students consistently achieve among the highest results on a variety of standardized tests and measures and secure admission to outstanding universities across the globe. Most important are the skills and attributes we see our students display on a daily basis. Students at Singapore American School are on their way to becoming world leaders in their own right. I invite you to step into the pages of this annual report to better understand some of the magic that characterizes learning at Singapore American School. While learning at SAS is not limited to what’s included in these pages, I hope this offers a taste of the school’s pursuits and accomplishments. Thank you for partnering with us throughout the past year. Dr. Chip Kimball Superintendent

2017-18

t r at i o n T e s i n i a m m d A S

Dr. Chip Kimball

SUPERINTENDENT

Since 2012

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Jason Cone

Dr. Treena Casey

Chief Operating Officer

CHIEF INNOVATION OFFICER

EXECUTIVE DIRECTOR OF PROFESSIONAL LEARNING

Since 2015

Since 2017

Since 2011

Matthew Rogers

Sarah Morris

CHIEF ADVANCEMENT OFFICER

DEPUTY SUPERINTENDENT

Dr. Jennifer Sparrow

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Cindy Watters

Kyle Aldous

Christine Henning

EXECUTIVE COORDINATOR

EXECUTIVE DIRECTOR OF Student SERVICES

DIRECTOR OF COMMUNICATIONS

DIRECTOR OF HUMAN RESOURCES

Since 2015

Since 2017

Since 2015

Since 2017

Dr. Leigh Martin

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Steve Meade

EXECUTIVE DIRECTOR OF CURRICULUM AND ASSESSMENT

Sally Lean

Vanessa Spier

John Leiner

Anthony Wong

Dr. Darin Fahrney

DIRECTOR OF WORLD LANGUAGES

DIRECTOR OF STRATEGIC COMMUNICATIONS

DIRECTOR OF ADMISSIONS

DIRECTOR OF FACILITIES AND SERVICES

HIGH SCHOOL PRINCIPAL

Since 2016

Since 2014

Since 2017

Since 2002

Since 2014

Stephen Ly

Amy Zuber Meehan

Lauren Mehrbach

Chris Raymaakers

Chris Beingessner

HIGH SCHOOL DEPUTY PRINCIPAL

MIDDLE SCHOOL PRINCIPAL

MIDDLE SCHOOL DEPUTY PRINCIPAL

Since 2015

Since 2017

Since 2015

David Hoss

Ken Schunk

Dr. Amanda Wood

ELEMENTARY SCHOOL PRINCIPAL

ELEMENTARY SCHOOL DEPUTY PRINCIPAL K - 1

ELEMENTARY SCHOOL DEPUTY PRINCIPAL 2 - 3

ELEMENTARY SCHOOL DEPUTY PRINCIPAL 4 - 5

Dr. Susan Shaw

ELEMENTARY SCHOOL DEPUTY PRINCIPAL ELC

Jo McIlroy

Since 1996

Since 2014

Since 2015

Since 2016

S t r at e g i c

Vision Singapore American School has continued its journey through a deliberate and challenging process to dramatically improve an already successful school. The change process was designed to challenge deeply held assumptions, engage faculty, shape culture, and transform the way students at SAS learn. Today at SAS there are amazing things happening in classrooms every day. Over the past year innovative and flexible learning environments have been implemented throughout the campus including five new kindergarten learning communities, the sixth grade A-side learning community, renovated Catalyst spaces, and the student life center. These dynamic learning environments have already enabled more inquiry-based learning, collaboration, and interdisciplinary studies.

From collaborative writing and publishing to producing plays, language immersion to cultural exchanges, sending experiments to space, creating robots, and even conducting scientific research in Tioman, Malaysia, the 2017-18 school year has continued to amplify the learning experience for our students. Our core values have guided the interactions of faculty, staff, parents, and students, helping us create an environment in which every student has had the opportunity to nurture their passion for and commitment to deep intellectual and personal exploration. When we committed to being a world leader in education, we agreed that we would look at everything we do and authentically evaluate whether it would meet the needs of our students for the future. Our changes have taken root and are producing unmatched possibilities for every student at SAS.

Todayâ&#x20AC;&#x2122;s Singapore American School students are living through unprecedented technology-driven times. Born in the information age, raised in an attention economy, and facing a future of machine intelligence, the hard skills students will need as adults can hardly be pinpointed in this whirlwind of change. However, the soft skills are certain: the ability to identify what one doesnâ&#x20AC;&#x2122;t know, the courage to ask hard questions, an appreciation of differing perspectives, self-awareness, and a growth mindset. These skills can only be acquired through listening, collaborating, pursuing complicated questions and deep topics, and respecting each other. SAS has long recognized this and is making bold changes to ensure that each student has the opportunity to develop and reinforce these skills in every class and activity they take. The culture of compassion, self-confidence, and curiosity that exists as a result is one in which Iâ&#x20AC;&#x2122;m proud educates my children. Rashmi Dalai Parent

Why do we exist?

This is our underlying reason for being, our core purpose. S

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

What do we do?

This is what we do on a daily basis.

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

S t r at e g i c

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How will we succeed?

This is the type of culture we are creating to ensure our strategic direction takes effect.

When excellence, extraordinary care, and possibilities are present, active, and alive in a classroom you feel it before you ever see it. When I step into kindergarten and first grade classrooms at SAS I feel I am immersed in the joyful pursuit of learning, where the air is filled with curiosity, wonder, and discovery. Whether the children are quiet and focused on a story, busy doing their â&#x20AC;&#x153;workâ&#x20AC;? or actively engaged in activities...there is genuineness, an earnestness, and purposefulness to their behavior that tells me that they are capable of learning anything. Our job as educators is to both allow and help create that climate for all children and then work like crazy to protect and defend it. Ken Schunk Elementary School Deputy Principal

Excellence S

Every student learns at high levels

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Every student personalizes their learning

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Flexible s ~ l

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Creativity

CULTURAL COMPETENCE

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CRITICAL THINKiNG

CHARACTER

Customize d s ~

CONTENT KNOWLEDGE COLLABORATION

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Every student is known and advocated for

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i c g e P t l a a r n t S WHat are we working on? 14

This plan provided the focus for our efforts as administrators and faculty.

For years Iâ&#x20AC;&#x2122;ve wondered if there is a way to let all my students learn at their own pace. Now there is! Students who come in already knowing some things can skip them. Those who can progress more quickly will have nothing holding them back. Students who need more time will have it. I will be there to guide them along the journey and check in regularly to ensure they do not stagnate and that they retain what they have learned. In my experience personalized learning increases student engagement, motivation, performance, and retention. Greg Reynen Elementary School Spanish Teacher

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Commit to continuous improvement

Gather evidence of student learning for each DSLO Utilize quality assessment practices

Address the four PLC questions

Apply interventions and extensions

Align grading and reporting to competencies and standards Use student learning data to inform practice

Use high impact instructional practices that facilitate personalized learning

Maintain a culture of extraordinary care for students

Have students engage in inquiry Provide customized pathways that facilitate personalization of learning Take advantage of flexible learning environments in instructional practices

Utilize a curricular framework of competencies and standards

Pastoral Care

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Focus on learning

High Impact Instructional Practices

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StandardsBased Approach

Professional Learning Communities

PERSONALIzEd LEARNING

Provide programs that focus on social and emotional well-being

Implement advisory programs that ensure every student is known, connected, and cared for

Systems Supporting Learning Maintain a healthy organizational culture

Ensure enrollment management systems enable optimal admissions

Adapt co-curricular programming to align to the strategic direction

Communicate & engage stakeholders to support the learning environment

Create future-ready, flexible learning environments

Establish effective information systems to monitor KPIs.

Recruit and retain employees who will help SAS achieve its strategic direction

Revise operational readiness & functionality to support the learning environment

Personalize professional learning

Establish an endowment which ensures SASâ&#x20AC;&#x2122;s long-term sustainability

Institutional

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What performance do we expect of our employees? These are the contractual obligations for every educational employee.

One of the first things that impressed me about SAS was the idea that this school knows what it believes in, and students are at the center of it all! The institutional commitments are deeply rooted in the heart of the school and serve as an anchor for decision making in every corner. Most importantly, this means we get teachers with a shared set of values and beliefs about learning, who believe in endless possibilities for our kids! Leigh Martin Executive Coordinator

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Great Teaching Every Student, Every Day Healthy organizational culture

Evidence of Learning

Integration of Technology

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institutional commitments

Common, guaranteed viable curriculum

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Professional learning communities

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DSLOs What performance do we expect of our students? These desired student learning outcomes (DSLOs) are the targets we hope students achieve as a result of being at SAS.

CHARACTER

COLLABORATION

COMMUNICATION

CREATIVITY

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

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

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

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

CONTENT KNOWLEDGE

CRITICAL THINKING

CULTURAL COMPETENCE

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

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

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

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How do we expect students to behave?

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These are the core values we deliberately instill in our students through programs and practices. SAS community members are expected to exhibit these values as they interact with our school.

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COMPASSION

FAIRNESS

HONESTY

RESPECT

RESPONSIBILITY

I can positively say that being an Eagle has made me a better person. Every day, I can see the passion that teachers and staff have to help students not only grow as learners but as people. SAS teachers make sure every class is fun, educational, and interactive, and yet they also teach students how to care for others. Through the countless opportunities provided, I have developed leadership skills and learned to work with students from all over the world. Jessica Kim Seventh Grade Student

OUR

a t t u i o p n e R Founded in 1956, almost a decade before Singapore’s independence, Singapore American School is home to nearly 4,000 students across 63 nationalities. SAS has stood the test of time and emerged a world leader in education, consistently and effectively preparing young people for successful and fulfilling lives. When it comes to the future of education, we have not hesitated from having difficult or controversial discussions. Instead, we have embraced change and innovation. Our improvements and strategic direction are backed by research and best practices from the best schools around the globe.

With a long history of challenging itself to strengthen the delivery of curriculum by adopting best practices, SAS is known for its unmistakable culture of excellence, extraordinary care, and possibilities. Our talented, dedicated, and highly professional faculty are committed to a personalized and rewarding educational experience for each student. While students in high school take advantage of over 40 college-level advanced studies courses, our youngest learners fill every moment at the early learning center with new ideas, quiet wonderings, and exciting discoveries. Elementary school students create learning portfolios to document their successes and failures, and middle schoolers dive deep into their interests through their TRi Time projects, amplifying and personalizing their own learning journeys. Our alumni look back at their time on campus with great affection for the adults in their lives here, the deep connection with their classmates, and appreciation for their learning journey. SAS will continue to provide an unparalleled education, personalize each student’s learning, and offer students more and more avenues through which they can explore, discover, and pursue their interests and passions. SAS continues its legacy as one of the world’s leading American international schools.

Casper and Caroline attended the American School in Japan, and they highly recommended SAS. We were convinced of it after speaking with some teachers; they showed such enthusiasm and love for the kids! Being a not-for-profit school, SAS puts all its resources into programs for kids, and has shown great student results— there’s even a high school experiment in the International Space Station at the moment! To a large extent, this can be attributed to the amazing teachers. They’re experienced and highly educated professionals who truly care about our kids—it was already clear from our first parentteacher conference after three months in school that they knew and understood our two children. Charlotte Hanneman and Sander de Wit Parents

PARENT SURVEY S

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The school has a good public image

I respect the schoolâ&#x20AC;&#x2122;s teachers

School facilities are world-class

The school has an excellent learning environment

The school expects quality work of its students

4.2 4.0 4.1 4.0 4.3 4.2

I feel welcome at my childâ&#x20AC;&#x2122;s school

2017 NET PROMOTER SCORE 46% Promoters

20%

detractors

34%

Discards (7 or 8)

2017 net Promoter score

Net Promoter Score 9-10 Promoters 7-8 Neutral 0-6 Detractors Net Promoter Score is calculated by taking the percentage of promoters and subtracting the percentage of detractors.

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Over the last two years we have had a child in every grade at SAS. That’s right… six children from first grade to twelfth grade. They have been encouraged to think creatively and stretched academically through dedicated, talented teachers, incredible resources, and supportive administrators. They have developed confidence to try new things and to learn from their mistakes. Flexible learning spaces, homebases, advisory groups, Classroom Without Walls, Interim Semester, sports, extracurriculars, wonderful facilities, and many new friends are just a few of the things that have made our family’s experience here so remarkable. SAS is truly a world-class education!

Jennifer and Trip Meredith Parents

ION

AN EXEMPLARY AMERICAN EDUCATION

n i r n a g e L At SAS

Character Kelly Nash High School English

Before we began Writers’ Workshop in Advanced Topic Writing Seminar, Dr. Clark and I gave the students note cards and asked them to write their biggest fears about sharing their writing for critique with peers and teachers. Then we read the note cards aloud. It was amazing how universal the answers were. It didn’t matter how confident students were about their writing; they were, by and large, all afraid their classmates wouldn’t understand what they were trying to say. Perhaps because they all knew that they shared this fear, they made a bigger effort to try to understand each other, not only in writing but in their communication and responses to setbacks as well. In my opinion, compassion emerges from an effort to try to understand what others are saying and acknowledging that we’re all a little afraid of being misunderstood.

Collaboration Communication

Creativity

Kelli Buxton Elementary School Ed-Tech

Daniel Gach Elementary School Math

Erik Torjesen High School Social Studies

In kindergarten through first grade, students build their understanding of science and engineering concepts by exploring and investigating purposefully designed learning activities. This work is not only extremely handson but also highly collaborative because I truly believe great value is added to an experience when students come together for a meaningful reason and work toward a common goal. Whether students are learning computer programming during integrated beebot and math lessons or involved in solving problems to unlock a Breakout box on biomimicry, they do so in groups. Through this collaboration, students learn from each other by sharing ideas, working side by side, and helping one another. Collaboration enhances students’ capacity to grow and take their learning to new levels.

Mathematics instruction in the elementary school is heavily rooted in communication. In mathematics, the expectation is that students can explain their thinking in both written and verbal forms. Students are given daily opportunities to communicate—in whole groups, small groups, or partner pairs—to demonstrate their understanding of the subject. In the advanced math program (AMPS), the problems are quite challenging. This compels students who are used to working quickly and on their own to communicate effectively as they must work in groups to successfully solve the problem. Many of my students also choose to participate in the FIRST LEGO League robotics competition, where students research and present innovative solutions to world-problems.

Creativity presents itself most clearly in inquiry work by students in Government, Economics, and Seminar courses. Students develop personal political profiles, creatively applying concepts like socialization, ideology, efficacy, trust, and tolerance to their individual story and political journey. Students follow their passion in identifying a policy issue or ballot initiative that resonates with them, and then research and publicly advocate for a position on that issue. Economics students pursue inquiry projects each semester, exploring measures of happiness and what could increase it, and examining the value of a college education. Advanced Topic Seminar students develop skills in evaluating and presenting arguments, pursuing individual passion areas to produce reports.

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What makes students in art class unique? Art lends itself beautifully to culture and identity and forms an integral part of the work students produce. Students enjoy intensive learning experiences, fostering conversations and cultural connections through art. This encourages transformative thinking about a variety of social and global issues. The differences among the students at SAS help build a better art community. Cultural experiences are a part of what they produce. Whatâ&#x20AC;&#x2122;s great about Singapore and SAS is that students have a lot of cultural pride and they use that to create their workspace. In the classroom, art encourages students to express and build on their own identities.

The early learning center is a space of possibilities. Our learners have cleaned up the beaches on Sentosa, changed the cafeteriaâ&#x20AC;&#x2122;s ice cream to palmoil-free popsicles, and raised money for the Society for the Prevention of Cruelty to Animals in Singapore. We believe children are capable, competent, and rich in potential. The classrooms are designed to provoke thinking, stimulate curiosity and wonder, generate questions, uncover misconceptions, and foster learning through a process of both introspection and collaboration. Children are invited to test their theories in a space that values and incorporates their own knowledge, interests, questions, and natural curiosities.

Throughout the different grades in middle school, culinary arts teaches kids about planning, patience, and communicating to get a recipe completed on time. Understanding the relationship between the ingredients and their interactions becomes crucial, as does time and project management. The field relates to science and math skills, whether it is doubling a recipe or watching a cake transform from a liquid to a solid. Kids learn about nutrition and choosing the right ingredients. The subject reinforces the importance of staying safe when using the tools such as knives, stoves, ovens, and microwaves. Making grocery shopping lists and finding recipes for the summative cooking projects gives students a chance to work collaboratively with their peers and be creative in their presentations.

Jeffrey Pabotoy High School Art

Samantha Ierullo Early Learning Center

Cultural Competence

Amy Ferguson Middle School Homeliving

Critical Thinking

Content Knowledge

EDU C AT ION

t i o a n c a u l Ed T e c h no l o g y

Inquiryâ&#x20AC;&#x201D;the ability to ask the right questions and find the correct answersâ&#x20AC;&#x201D;is at the core of an SAS education. Challenging and supporting each child at his or her own level, SAS educators deploy a powerful array of digital technology tools so students can optimize and personalize their learning in a variety of ways. 3D printers, iPads loaded with a variety of apps, desktops, laptops, Wacom tablets, and more elevate student learning across classrooms. Digital citizenship is woven into the curriculum and is collaboratively taught by counselors, educational technology coaches, and teachers.

Elementary School

Middle School

High School

Creation Stations continued to be an innovative studentcentered space reinforcing the SAS curriculum, integrating the DSLOs, and promoting inquirybased learning experiences. Some highlights include Green Screen projects, stop motion video creation, robotics, and coding. Fourth grade students participated in the first-ever Design Hackathon and used a social studies lens to consider the use of resources for a sustainable school environment of the future. Students worked collaboratively within a network of designers, engineers, and coordinators to support their work and create models of sustainable alternatives.

Faculty and students in sixth grade grew into their new flexible learning community and experimented with interdisciplinary units and flexible scheduling. The interdisciplinary sustainability unit explored the concept through a variety of perspectivesâ&#x20AC;&#x201D;science, social studies, health, math, and English Language Arts and was supported by a wide range of technology-rich learning experiences. Students created engaging iBooks that combined text, images, animation, video, and audio to capture and share their learning. Using Google Expeditions and VR goggles, students took virtual field trips to rainforest and coral reef habitats to explore the impact of mankind on these fragile environments, presenting their learning through a variety of static forms and dynamic experiences to numerous visiting classes.

As part of Global Issues Network, students used virtual reality to demonstrate environmental issues to symposium participants. SAS students invited users into environments by combining phone applications and VR viewer headsets. A group of Catalyst Fellows were invited by Apple to lead a workshop for educators at the Innovation @ School event. Students spoke about student ownership of learning and engaged participants in workshop activities. Mathematics department teachers engaged in a process to examine math instruction tools that support current instructional strategies, future trends, and new possibilities.

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Access to a large variety of technology tools and resourcesâ&#x20AC;&#x201D;3D printers, Google VR, and even a personal laptop, apart from a suite of sophisticated software, has allowed me to work better and be more efficient, with all of my school work in one place. Sophia Buxton Seventh Grade Student

n t e a m r e y l E l Highlights o o h c S

CHINESE IMMERSION The first year of the Chinese immersion program was rolled out with 31 students making up two kindergarten classes. Throughout the year, students have been assessed on their oral speaking, reading, writing, and math skills, demonstrating strong results in their first year. The success of this first year has led to full program enrollment in kindergarten for the 2018-19 school year as the first immersion cohort moves to first grade.

RESPONSIVE CLASSROOM The Responsive Classroom approach empowers educators to create safe and engaging learning communities where students have a sense of belonging. In continuing their work to build strong relationships between students, teachers, and staff, elementary school teachers participated in Responsive Classroom training. Elementary counselors led exercises to create consistent and coherent rules that apply to all contexts of the school. These rules will help establish a safe and healthy culture around social emotional wellness for everyone.

FLEXIBLE LEARNING ENVIRONMENTS Five flexible learning environments were developed in kindergarten. Each flexible environment enabled strong collaboration between two classroom teachers, two instructional assistants, and two groups of 22 students. These learning spaces support strengths-based teaching, can be configured to meet the changing requirements of the curriculum, and effectively support the different learning profiles and needs of students.

PROFESSIONAL DEVELOPMENT Teachers and staff have enjoyed opportunities to learn and develop through outstanding training experiences with leading educational consultants in their fields. Experts in the areas of inquiry (Kath Murdoch), science (Paul Anderson), world language (Greg Duncan), and Reggio-inspired learning environments (Fiona Zinn) interacted with staff to ensure the continuance of high quality instruction for students to achieve high levels of learning.

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Every elementary school teacher was engaged in high performing, collaborative, professional learning communities (PLC), that regularly met to discuss the learning requirements of their students. These communities focused on research and discourse to improve their instruction, delivery, and ensure students continued to learn at high levels. Each professional learning community established a specific and measurable SMART goal focused on improving student learning and their own professional teaching. The new addition of small group leaders to PLCs has been highly effective in strategizing and student support management.

The elementary school expanded its offering of after-school activities to ensure multiple and varied opportunities were available to students. With this expansion, more than 1,300 elementary students participated in after-school sports, clubs, and activities. Every elementary school teacher was involved to teach, coach, or support these programs to ensure top-quality programming and supervision.

PROFESSIONAL LEARNING COMMUNITIES

AFTER-SCHOOL PROGRAMS

WORLD LANGUAGE PROGRAM

CURRICULUM DEVELOPMENT

The Chinese and Spanish world language programs continue on a trajectory of success with outstanding results achieved in studentsâ&#x20AC;&#x2122; oral proficiency. As the programs continued to be reviewed, modified, and improved over the 2017-18 school year, a visiting consultant renowned for his expertise in world language instruction identified our programs to be of the highest quality, delivering high levels of learning that outshines many existing world language programs.

The elementary science and social studies representatives were involved in creating at least one interdisciplinary inquiry unit of study. These representatives were assisted by leading consultants to build effective and engaging units of study that challenge students to ask questions, wonder, and problem solve. This work will continue in the 2018-19 school year as more units of science (NGSS) and social studies (C3 Framework) content are created.

Both our children attend SAS, one in third grade and the other in fifth. Looking back, I wish we had started both our boys in the early learning center. While the bus ride may seem daunting for a tiny tot, the friendships, values, and learning they experience set the right foundation and put them on a positive track for a lifetime. The teachers are experienced, dedicated, and caring. In fact, many friends who have repatriated back to their home countries say they miss the culture of extraordinary care SAS provides. Moreover, the SAS community has something for everyone in the family: meaningful volunteer activities, exciting sports events, and a variety of cultural events. Indeed, SAS becomes a second home, where your child is known, nurtured, and loved. Amy Thompson Parent

Middle

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Sixth Grade Learning Community

STUDENT-RUN PRODUCTION

One-third of the sixth grade worked within a flexible learning environment, with teachers using flexible space and time to create a more personalized learning experience for students. Cross-curricular connections were made, and students engaged in relevant, project-based learning experiences.

Shrek the Musical, Jr. was the product of hard work and collaboration among more than 100 students and a dozen adults over four months. A cast of 50 students brought this well-loved story alive with the help of 19 soloists and an expanded cast of fairy tale freaks and villains. Twenty-five middle school and high school students, two newly created clubsâ&#x20AC;&#x201D;a costume and makeup club and a tech clubâ&#x20AC;&#x201D;supported the program.

NGSS and C3 Unit Development

NATIONAL HISTORY DAY SUCCESS

Science and Social Studies teachers framed units of study around Next Generation Science Standards (NGSS) and College, Career, and Civic Life (C3) Framework standards, promoting effective inquiry and discipline-specific practices that directly support our DSLOs. Teachers used them to develop student objectives, interactive lessons, and common language and assessments to foster student growth. Teacher leaders and divisional administration worked behind the scenes to develop fluid scopes and sequences across the grades that will invite future interdisciplinary opportunities.

The SAS-hosted National History Day was based on the theme of Conflict and Compromise. With over 500 attendees for the regional competition, Matt Elms was awarded the NHD James Harris Teaching Award for the Junior Division, and 15 SAS entries by 26 students won first and second places, qualifying for the national competition in Washington, DC.

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Student-led conferences were conducted in April for the first time. Students were able to share examples of their learning, describe their strengths and challenges as a learner, and develop next steps with their parents and teachers. Students shared three successes, two challenges, and one short-term and one long-term goal. They then shared their TRi Time learning with a larger group of peers and parents.

Middle school students engaged in curricular units that helped them understand some of the challenges our world faces and were pushed to take action to help solve those problems and make a difference. Topics included sustainability, social issues, poverty, conflict, and more. Students produced a variety of content, including position papers, podcasts, TED-inspired Talks, and the creation of alternatives to some everyday goods.

STUDENT-LED CONFERENCES

MAKING A DIFFERENCE

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TRI TIME

ACTIVITIES AND ATHLETICS

TRi Time, which focused on personalized inquiry continued to gain momentum this year. As the program evolved, more spaces on campus were opened to students to enhance their learning, parent volunteers offered additional supervision and guidance, and high school students stepped up to mentor middle school students with similar interests. When students shared their TRi Time process with an authentic audience during Student-Led Conferences, they were able to reflect on their successes and struggles and how they had grown as inquirers.

With over 40 clubs available, students were engaged in a wide variety of activities. Our intramural sports program provided both recreational and semi-competitive play in volleyball, soccer, badminton, table tennis, lacrosse, floor hockey, tchoukball, rock climbing, and other sport-based pursuits. The representative sport teams saw a harvest of wins—11 gold medals and many second and third placings. More than 700 students participated in exciting opportunities after the 3:00 p.m. bell rang.

SAS teachers and staff have helped me try new things, starting from the shy new kid in sixth grade to being a communicative classmate. An Eagle for two years, I have now learned so much about myself and all of the programs—Junior Model UN and Peer Council. These activities have shown me what it’s like to be an active learner and taught me that solving problems and communicating involves deep thinking and hard work. Zara Burney Seventh Grade Student

High

l Highlights o o h c S

CUM LAUDE SYSTEM The Class of 2018 was the first in which students were honored for academic excellence with the traditional Latin commendations used by many universities. The three cum laude levels represented 34 percent of our graduates in total. The Class of 2018 included 42 cum laude graduates, 39 magna cum laude graduates, and 13 summa cum laude graduates.

SECOND STUDENTPUBLISHED BOOK Students in AT English: Writing Workshop and Publication worked with industry professionals and academic expertsin-residence, resulting in the publication of Present Tense Future, an anthology of 24 dystopian short stories. The course offered an intensive, year-long, student-driven inquiry into the creative writing and publication process, after which they published and marketed their work.

NEW COLLEGE COUNSELING MODEL and STUDENT LIFE CENTER

MORE ADVANCED TOPIC (AT) COURSES

The new college counseling structure allowed the team to be more concentrated and nimble in their services. Focusing solely on the college process helped to increase the personal attention provided to each family; and a dedicated personal academic counselor worked with students on issues related to emotional, social, and academic concerns. The new student life center was designed to foster relationships. The living room of our high school, it was a place for students to recharge, receive and give support, and contribute. By facilitating learning beyond the classroom, the student life center deepened our schoolâ&#x20AC;&#x2122;s work to create an atmosphere where all students feel included and involved.

Providing students more learning opportunities that are relevant, align to our DSLOs, and are recognized by colleges as a part of a rigorous and challenging course of study, nine new AT courses were introduced: Entrepreneurship, Computational Physics, Finite Math Modeling, PostEuclidean Geometry, Computer Sci: Data Structures, Seminar, Research and Catalyst, Environmental Science and Field Research, Urban Studies. SAS also piloted a cocrediting partnership with Syracuse University for concurrent enrollment opportunities.

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There has been more than a 60 percent increase in collegelevel courses taken since 2013. With over 40 course offerings in 2017-18, advanced studies courses offered students opportunities to learn different skills and topics, address different criteria for excellence, explore their own interests, and distinguish themselves from other applicants in the college admissions process.

One hundred percent of 2018 SAS graduates will attend college or university, enroll in National Service, or take a gap year this fall. A newly formed college counseling office offered more college-related parent programming and meetings than ever before. Of 273 graduating seniors, 96 percent reported that their college counselors were knowledgeable about and offered assistance with the college admissions process.

ADVANCED STUDIES GAIN POPULARITY

COLLEGE ACCEPTANCEs

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SAS GOES TO SPACE AGAIN

CATALYST PROJECT

Funded by the SAS Foundation, a team of 11 students devised an electrochemical cell designed to produce and image the crystallization of copper and bronze particles in microgravity. The experiment was activated in space, aboard the International Space Station, in collaboration with NASA. This is the second year running students have had the opportunity to participate in the space team project.

In its third year running, the Catalyst program continued to challenge students to design and create their own learning experience by pursuing an area of interest. From exploring cryptocurrency and bitcoin investments to creating an ankle brace that follows the modern-day trend of minimalistic athletic shoes to a research paper on the disparity between spinal care in Singapore and Ethiopia, Catalyst students designed, planned, and conducted their projects, while working with and learning from industry mentors.

I am immensely proud of how much I have achieved at SAS and the number of activities I have participated in. From being a secretary in Wish For Kids to starting an MMA Club with the Catalyst Program, a member of the SAS Varsity Rugby and Track and Field teams, recreational ice skating, and even martial arts, I have explored a variety of activities. What makes SAS special is the diversity in this school. SAS prepares you for real life by pushing you out of your comfort zoneâ&#x20AC;&#x201D;interacting with new people and different perspectives. The education here encourages confident public speakingâ&#x20AC;&#x201D;an extremely useful life skill. Enzo Esguerra Twelfth Grade Student

S e ni o r

o n f g f i S Thirteen years at SAS has led me to believe that dreaming is the first step to achieving. Official TEDx events, playing masterworks under the constellation sound system, sending genetically modified bacteria to space—none of this would have been possible if it weren’t for the limitless opportunities provided by our unparalleled learning community, which fuel the diverse passions of our students.

Soon, I’ll be starting a new chapter in life, evolving from an SAS Eagle to a Johns Hopkins Blue Jay. As I continue to think critically and creatively while challenging myself to broaden my knowledge alongside new peers, I’ll forever be thankful for encouraging teachers and inspirational friends at SAS who have helped me prepare for this moment. This school has nourished my fascination for math and science, and the thought of pursuing my passions in university empowers me to embrace the daunting and imminent changes in my life. I feel so lucky to have been a part of our enriching, spirited Eagle Country. Thank you SAS, for having been my home for 13 years, and for teaching me to not be afraid of spreading my wings. Annie Kim Class of 2018

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m m u S er Semester

This past year, Summer Semester at SAS continued its focus on inspiring intellectual curiosity, creative expression, and wellness. Students pursued interests beyond the offerings typically found in a standard summer camp. In its second year running, the Jumpstart program—tailored to meet the needs of incoming students— offered participants a glimpse into life at SAS and an opportunity to forge new friendships in a new environment.

317

106

Summer Semester students

Jumpstart students

188

personal student projects

4,427 1,852 meals served by Mr. Hoe

bus trips to and from SAS

I thought Jumpstart was a great experience. I was honestly so scared going into this school but Jumpstart provided me with what I love most about the school within two weeks—the ambience of the cafeteria, gyms, even going around Singapore for a field trip. However, what I loved the most was meeting my new best friends. I couldn’t ask for anything more. Thank you for making me feel like I’m already at home before school even began. It was a last-minute decision to enroll in the Jumpstart program and I have no regrets! It provided a great group of friends to hang out with during flex/break/lunch and even after school or on the weekends; friends who help me out with homework, motivate me to study and give me support when I’m trying something new. I am immensely proud of how much I have achieved at SAS and the number of activities I have participated in. From I met amazing teachers; and found a new interest in yoga—these are just some of the highlights being a secretary in Wish For Kids to starting an MMA Club with the Catalyst Program, a member of the SAS of myRugby summer. newrecreational at SAS, I never really felt I learned to explored make Varsity and Even Track though and FieldI am teams, ice skating, and alone. even martial arts,how I have presentations and conduct research in a more professional manner, I met my peer support a variety of activities. What makes SAS special is the diversity in this school. SAS prepares you for real life by pushing you out of yourwith comfort zone—interacting with new people andatdifferent buddy, and I even bonded friends as we experienced local culture a perspectives. The education here encourages confident public speaking—an extremely hawker center. useful life skill.

Michelle Yan Enzo Esguerra, Tenthtwelfth Gradegrade Student

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A C S T C I I V T I E T L I E H T Community Sports and Activities (CSA) provides after school activities that support and enhance the school’s programs from elementary to high school. In 2017-18, the CSA office added three more programs—badminton, lacrosse, and soccer—to bring our total number to 15. We also increased competition opportunities for our clubs which participated in more than 20 local and over 10 international competitions in seven different countries.

A ND

Overall, this year’s baseball club program was tremendous. We increased participant numbers, added a fourth fulltime coach, hosted a record number of participants in the Turkey tournament, created a league for 14U, strengthened our relationship with Baseball Club of Singapore (BCS) and increased the number of participants in our Little League program. We sent teams around the region to various locations and tournaments with great success, causing the club’s reputation to grow. We have had a number of clubs and schools reach out to understand how we have structured the program as they look to set up something similar.

programs offered

1,000+ 3,211 participants each session

activity registrations

50+

teams represented at softball/baseball tournaments

Being able to find a school with strong academics but also committed sport programs for our son, Joe, a member of both the Eagles Squad Swim Club and the SAS Baseball 14U Team, was a top priority. The level of instructional support and encouragement in both disciplines has been fantastic. The coordinated efforts of teachers, coaches, and the CSA Office provide the right balance that the student-athlete requires at the respective developmental levels, producing the ideal balance of academic and sport focus. The coaches and CSA Office have always listened with the students’ best interests foremost. What an amazing opportunity being able to compete at the international level, and visit sporting venues in new places while in pursuit of more rigorous competition and development. Jena and Jeff Hutchinson Parents

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

1,300+ participants

30+

Eagle pathway activities and athletics offered each season

110+

elementary afterschool activities offered

Elementary school Activities HELPING WITH HURRICANE HARVEY In the aftermath of Hurricane Harvey, which hit Texas, elementary students and teachers sent gift cards, letters, and good wishes to Juan Seguin Elementary (JSE) teachers and aides to help them recover from the disaster. FIRST LEGO League 2017-18 was a banner year for elementary school teams competing in the FIRST LEGO League Robotics competition. Six SAS teams competed with over 200 teams across four countries and qualified for the finals by beating out over 100 teamsâ&#x20AC;&#x201D; many from the secondary division with middle and high schoolers. Through the strength of their research, presentations, and innovative solutions as well as their tireless work on building and coding robots to complete this yearâ&#x20AC;&#x2122;s missions, all SAS teams qualified for the finals, and one team took home the top prize in the presentation category and placed third in the overall team category in the primary division. Additionally, one elementary team took home the core values award for their teamwork and respect towards judges and fellow competitors. HOUR OF CODE Millions of children and adults celebrate Hour of Code every year in more than 180 countries. Teachers, kindergarteners, and first graders participated in an Hour of Code event at SAS to celebrate this internationally recognized week. Students learned more about coding and used Osmo Coding Kits to practice coding skills.

20+

after-school clubs

35+

representative sport teams

20+ intramural activities

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after-school activities

50+ service clubs

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90+

C AT

IASAS sports

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ROOTS AND SHOOTS STUDENTS CONVERSE WITH DR. JANE GOODALL The Jane Goodall Institute Singapore hosted a Roots and Shoots Conference where SAS students had the opportunity to present their service club highlights to Dr. Goodall and other Roots and Shoots members. Students also sat on a question-answer panel with Dr. Goodall.

LIGHTS, SOUND, ACTION! Elly G. and Bjorn H. performed in Pangdemonium’s Fun Home, The Musical. Bjorn was awarded a S$1,000 scholarship to attend the Puppeteers of America festival. He made his professional stage debut in Singapore as a fifth grader, and has appeared in 28 performances of the WILD RICE production The Emperor’s New Clothes, a family musical.

TEEN AUTHORS IN THE MAKING The sixth grade A-side classes published an interdisciplinary iBook to document their learning from the first quarter of the year. Collaborating, communicating, and working as a team, they were able to launch their book in October 2017.

Middle School Activities

High School Activities

Assessing The

ResAuP lt M

AV E R A G E S C O R E

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

EARCOS

NWEA (US)

Language Grade

3 4 5 6 7 8

SAS

Mathematics Grade

200 193 211 207 201 218 212 207 223 215 212 228 218 216 232 219 220 237

3 4 5 6 7 8 9

Reading Grade

203 198 217 214 208 229 221 216 240 225 221 240 229 228 250 231 236 256 233 240 258

93rd

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

3 4 5 6 7 8 9

199 191 210 206 199 217 212 205 222 216 210 228 218 215 234 220 220 238 222 222 237

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SAT

Summary The SAT was administered to 221 members of the Class of 2018. All scores, including those from non-native English speakers, are included:

SAT MIDDLE 50%

Scores for Class of 2018

TOTAL SAS RANGE 1,250-1,465 Maximum score possible is 1,600

Evidence based Reading and writing

620-715

SAS Mean Global Mean

533

670

Mathematics

630-760

SAS Mean Global Mean

527

690

SAT SUBJECT TEST MIDDLE 50% SUMMARY SAT subject tests are reported for the Class of 2018 if five or more students were tested.

Biology - Ecology

Math Level I

680 - 760

570 - 710

Biology - Molecular

Math Level I I

590 - 730

660 - 800

Chemistry

Physics

720 - 790

680 - 800

Chinese with Listening

US History

620 - 750

640 - 750

English Literature

World History

610 - 720

560 - 690

Maximum score possible is 800

ACT

Summary The ACT was taken by 86 members of the Class of 2018. Many students completed both the ACT and the SAT. Even if a student did significantly better on one exam and only submitted a score for one test in the college admissions process, both are included in the averages.

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Math

25 - 33

27 - 33

27 - 35

Science

26 - 35

Reading

A X

27 - 33

English

Composite

Maximum score possible is 36

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For the first time in SAS history, the average ACT score reached an all-time high of 30.

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A dP lva ac enm ecn te d

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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 many US universities.

NUMBER OF STUDENTS TAKING AT LEAST ONE EXAM IN 2018

671

students

TOTAL NUMBER OF AP TESTS TAKEN

230

1,808

seniors took AP exams

PERCENT OF 4’S AND 5’S

SAS

80%

PERCENT OF 3’S, 4’S, AND 5’S

SAS

WORLD

97%

34% MEAN SCORE

SAS

4.25

WORLD

2.89

WORLD

61%

e l l o C ge Admissions

HIGHEST number of stu dents attending Un iversity of Oxford

The college counseling team was thrilled to work with the Class of 2018. These SAS seniors had a wide range of university choices, from Aberystwyth to York and everywhere in between. Students from the Class of 2018 will be attending art schools and business schools, technological institutes and liberal arts colleges. They will major in creative writing, engineering, industrial design, musical theater, psychology, zoology, and numerous other fields. Once at school they will fence and debate, build robots and paint portraits, develop haute cuisine and research cell structures. We were proud to be a part of their college journey.

tries of coun number ge e ll o c to which ere sent ns w o ti a c li app

The focus of the college counseling process at SAS remains one of helping to support individual students to find colleges that will best suit their interests and needs. We look to help students identify “best fit” colleges—schools where they are admissible where they will be appropriately challenged, well-supported, and happy and from which they will graduate. The college counseling office sees a wide range of students. As an openadmission school, SAS serves juniors and seniors who come to the college process with a myriad of hopes and intentions. We see great ambition and a sense of purpose in some of our seniors; others are focused solely on graduating from high school and have only a developing sense of life beyond. While most of our students will attend college in the United States, we also work with students who will go to universities everywhere from Australia to the United Kingdom. We offer support and guidance to students who are planning to take gap years or who will spend their first two years after graduating from SAS in Singapore’s mandatory National Service. Our role is to assist all of students, no matter their goals, through a process that helps them to find college options that will be the best fit for them. As with any major life step, the college application process provides an opportunity for learning. As they go through the college application process, juniors and seniors learn to ask questions, to research and analyze their findings, and to synthesize their discoveries. They develop writing and organizational skills and engage in self-reflection. The college counselors at SAS are here to support each student in this educational journey.

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tie ersi univ are f o s ent ber num at stud ding n th e att

The First Year:

plit Model S e h T

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This marked the first year of SASâ&#x20AC;&#x2122;s new college counseling structure. For the first time, we moved away from a comprehensive model (a system in which ten through twelfth grade counselors worked in the areas of both college counseling and personal/social/academic counseling) and began focusing solely on the college counseling process. This has allowed us to be more concentrated and nimble in our services. The college counseling team in the 2017-18 school year comprised Tina Forbush, Andrea Hendrickson, Emily Hopwood, Sean McAuley, Kristen Kurowski, Trevor Sturgeon, and Malissa Takacs. A

M PL

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34%

ea rn cu ed c m l um cu aude laud m lau , and e, m a de s ho umm gna no rs a

We believe that this split in the high school counseling department has resulted in better services for students and families. Most importantly, the college counseling team has had more time for individual meetings with students and parents. We have our doors open for more oneon-one college-related conversations, and we have developed more college-relating programming for parents throughout the SAS high school community.

ION

es olleg nd c S a s ie d SA ersit univ ve visite ha

C AT

230+

After a student has been assigned a counselor in sophomore year, the student will retain that college counselor until he or she graduates. Each of the college counselors works with somewhere between 35 and 45 students in each class. Each student is also assigned a personal-academic counselor at the start of ninth grade and will remain in that counselorâ&#x20AC;&#x2122;s caseload throughout high school.

EDU

Having a college counseling team that focuses solely on the college process has allowed us to increase the personal attention that we provide to each family. The college counselors begin working with SAS students in March of the sophomore year, assisting students and their families in making decisions about course registration for junior year. The college counseling process formally begins in November of junior year, and we offer families our full support through the end of senior year (and beyond, for our young men entering NS).

num wh ber o e att re stu f US s end ta d ing ents tes col are leg e

a t m r i Y c T u I l S a R t E University is just one more step in the educational journey that began as far back as preschool. We graduate tremendous young adults who have prepared themselves not only for college, but also for life. While the list of colleges and universities to which Singapore American School sends graduates is impressive, we recognize this is only one measure of our success as an academic institution.

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UNI V

2016-18

2,931 652 acceptances

unique institutions

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

88% 4% university

gap year

National Service

SAS teachers taught me to never doubt my own abilities and as a result to take advantage of all the opportunities available to me, whether thatâ&#x20AC;&#x2122;s funding for travel to conferences or our very own rainforest to explore. I learned to throw myself wholeheartedly into whatever I did because thatâ&#x20AC;&#x2122;s the only way to produce a result Iâ&#x20AC;&#x2122;m proud of, and I learned I would always have people to support me no matter what. SAS faculty inspired me daily. I was constantly amazed by their endless generosity to their students; even long after I finish their course. I always felt like I had a place in their classrooms, and that kind of support and kindness is what I aspire to. Tanvi Dutta Gupta Twelfth Grade Student

University of California t e s m at r i f universities To whic o s e i h ou ntr u r o C c a

University of Toronto Boston University University of Cambridge u l at

u d a gr

Stanfor Yale UniversityNew York Univer A

Princeton University

EDU

University of California

ION

C AT

Canada

bourne University of Washington niversity of Sydney Syracuse Universit 2 California niversity of Singapore University of Southern 79%

USA

Asia

SAS

University of Oxford Harvard Universi Cornell University Brown University Australia

Other

University of British Columbia SAS is renowned for academic rigor and students who take pride in their grades. I feel SAS prepared me for the academic transition into college. Typically, college is notorious for being a challenging jump academically, but Iâ&#x20AC;&#x2122;m confident that SAS has given me the skills to make this leap. Through the Catalyst program, I have developed skills that are applicable in the real world, such as networking and project management. I believe that SAS has provided a great foundation for me.

Singapore Management University Rebecca Kuehn Twelfth Grade Student

Student

i c v e r s e S Professional learning communities or PLCs are an integral part of Singapore American School organizational and professional models. Across elementary school, middle school, and high school, there are many PLCs, each focusing on a specific grade level and subject area. The goal of PLCs is to bring teachers together to focus on curriculum, assessment, and the optimization of learning. From a more rigorous reading intervention to intensive support in early literacy and numeracy, a variety of interventions are used to serve the student needs.

PLCs focus on learning

PLCs are committed to continuous improvement by collectively consulting on results

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

Structures exist and are utilized to support intervention and extension

We have taken collaboration and collective responsibility to a new level in the elementary school over the past year with the implementation of grade level acceleration blocks. We collaboratively analyze data from our common assessments to identify learners who need additional time and support to master essential standards as well as those who have already mastered the standards and are ready to extend their learning. Our all-hands-on-deck approach means that you will see everyone from classroom teachers to administrators, to instructional coaches and support staff providing direct, targeted instruction to meet the needs of all of our learners. Paula Story Learning Support Teacher

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In third through fifth grade we identified 48 students who needed moderate to intensive support in math. Using our RtI model, we ended the year with only five students who will continue to receive support into the new school year.

•

In kindergarten through second grade we identified 121 students who needed moderate to intensive support in early numeracy. Using our RtI model we ended the year with only 12 students who will continue to receive support into the new school year.

•

In third through fifth grade we identified 46 students who needed moderate to intensive support in reading. Using our RtI model, we ended the year with only nine students who will continue to receive support into the new school year.

•

In kindergarten through second grade we identified 99 students who needed moderate to intensive support in early literacy. Using our Response to Intervention (RtI) model we completed the year with only 22 students who will continue to receive support into the new school year.

•

In sixth grade this year we implemented a more rigorous reading intervention thanks to the support of the SAS Foundation. Twenty-six of our students were served using this intervention curriculum and 15 of those students closed their reading gap and were exited from support by the end of the year. The remaining 11 students will continue to receive support into the new school year.

•

Academic

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Our PTA and SAS Foundation-funded visitors-inresidence program offers experiences that challenge and inspire students and provide professional development opportunities for faculty. The program brings internationally recognized authors, visual artists, illustrators, musicians, playwrights, directors, and other professionals to the school to work side by side with faculty and students throughout the year.

R n e i s s i d r e o n t is c As students explore the craft and work of such professionals, they are encouraged to develop a lifelong appreciation for the arts. This exploration nurtures and shapes aesthetic sensitivity, while developing students’ social, intellectual, physical, and mental abilities. This past year, more than 30 renowned authors, illustrators, artists, actors, and dance professionals helped students to develop relevant learning skills in relation to creativity and different modes of communication.

Coming into AT Writing Seminar, everyone in the class had a mindset that once you “finish” a piece of writing and it’s published, it’s perfect and unchangeable. Robin Hemley taught us to think critically about the writing that was put in front of us, even if it was from published authors, and think of ways to make it better. I especially loved applying this to my own writing. I used to think that writing was “done” after two or three drafts. Mr. Hemley was really good about letting us accept that everything can be improved, and everything can be questioned. After working with him I was able to think more critically about my own writing and not be afraid to see the flaws in it, which made me a better writer. Anna Bierley Eleventh Grade Student

Robyn Lynch worked with instructional assistants at SAS to provide an introduction to Responsive Classroom, an evidencebased approach to teaching that focuses on the strong link between academic success and social-emotional learning. The Responsive Classroom approach is now an instrumental part of how the elementary school will be attending to the socialemotional development of our students.

Elementary school students had the opportunity to meet with and learn from author and illustrator Marla Frazee of Boss Baby fame. Ms. Frazee patiently responded to student questions about ideas, storytelling, art, and the process of creating a book, encouraged the pursuit of their passions, and inspired students to follow their dreams and see them through.

Instructional Assistant Consultant

AuthorIllustrator

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Marla Frazee

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Danz People

Sonny Liew

Choreographer

Graphic Novelist

Instructor Alif Aircho of Danz People taught middle and high school dancers as part of the SAS after-school hip-hop program. Aircho choreographed and rehearsed hip-hop dance pieces for the semester productions of both groups. He has continued to work with SAS hip-hop dancers on their technique and performance, and has developed lasting relationships with our dance community.

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

Jackson Kaguri

Tad Hills

Founder, The Nyaka AIDs Project

Author-Illustrator

CNN Hero Jackson Kaguri inspired students and parents by sharing his journey about building a life and a career of serving others. He addressed local and global issues like poverty eradication, help for the disabled and ill, education for all, his environmental worldview, as well as his position on environmental ethics.

Author-illustrator Tad Hills worked with students in the early learning center and the elementary school teaching them about his craft, his award-winning books, and how he finds his inspiration. He read his books to our eager Eagles and demonstrated how he makes his books and shared his struggles with writing blocks and ideas.

Dinos Artistidou

Tony Guzman

Director, Playwright, and Head Examiner for IB Theater

Conductor, Composer, Arranger, and Music Educator

Dinos Artistidou helped middle school drama students explore concepts in physical theater, ensemble, and characterization. Students in grades six through eight explored modern performance techniques and developed incredible performances. He also ran a parent workshop titled “Being Better Humans: Reflection, Compassion and the Development of Empathy Through Theater, and Characterization.”

Musician Tony Guzman spent a week with the elementary music department, teaching Latin percussion grooves and arrangements he’s written for the xylophones, recorder, and keyboard. Taking this a step further, Mr. Guzman taught several music classes from kindergarten through fifth grade, allowing faculty to observe the musical process of his arrangements with children, using the Orff Approach.

Nicole Snelson Dancer Middle school students learned the craft of stage dance, working with Broadway star Nicole Snelson. Ms. Snelson inspired middle schoolers, as she helped them prepare for an upcoming show.

Sara Holbrook and Michael Salinger

Author

Poets

I am Malala co-author Patricia McCormick worked with middle schoolers, delving into the art and process of storytelling and writing as they engaged more deeply with characters, settings, conflicts, and themes related to social justice.

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

Patricia McCormick

A well-known author of both adult and young adult fiction and a two-time finalist for the National Book Award in Young Peopleâ&#x20AC;&#x2122;s Literature, conservationist Eliot Schrefer shared his experience of writing about primates and his time in the Congo. Mr. Schreferâ&#x20AC;&#x2122;s talk shed light on animal conservation issues and more.

Award-winning British author-illustrator Paul Stickland brought out his popular dinosaur and pop-up books for elementary students, teaching them how to create pop-up art. He also workshopped with high schoolers in art classes, middle schoolers at the makerspace, and discussed the art of storytelling, paper craft, and illustration with parents.

Author-Conservationist

Author-Illustrator

Paul Stickland

Eliot Schrefer

M PL

AR Y AM

EDU C AT

Playwright and Theater Producer Neil Farrelly visited middle school drama classes and conducted after-school workshops for storytelling, improvisation, sound, and movement, offering students insightful learning experiences.

ION

Neil Farrelly

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Rahini Takalkar Ninth Grade Student

The juxtaposition between my city of heritage and the village I visited in India, allowed me to understand more about the world than I did before. We’re always reminded of how lucky we are, but it was the interactions with Ramabai and the school children—especially the girls—that revealed to me how going to school and the ability to make my own life choices are luxuries, not rights. I also learned that community work is not a one-sided phenomenon; we take back invaluable life lessons from the time we spend providing means to stabilize and strengthen another community. After such a vast medley of experiences, we were a little heartbroken to be flying away from the delicious delicacies and smiling school children. Eight days in Udaipur had planted seeds of change in each of our hearts, leaving us determined to bring what we had experienced and felt back to Singapore. I won’t need any pictures to remember my first Interim Semester experience, and I can’t wait for more opportunities in the years to come.

AN INTERNATIONAL PERSPECTIVE

World

u a g g n e a L The Singapore American School World Language program is built around the American Council on the Teaching of Foreign Languages (ACTFL) Oral Proficiency Levels. Proficiency measures what students can do with the language in real-life (or life-like) situations, rather than more traditional measures like how many verbs a student can conjugate, or how many characters a student can recognize, or how many grammar rules one has memorized. Students begin as novice ‘parrots,’ using simple memorized words and phrases. Over time teachers guide the learning process as they build students’ language skills to Intermediate level where they become able to ‘survive’ with using the language and start to create with the language to express their own thoughts and ideas. Some students are able to reach advanced levels of proficiency, which is when they become able to speak in paragraphs, including detail as they narrate and describe across all time frames. It is important to note that language development is also aligned with academic maturity and cognitive development phases.

The curriculum for each language is vertically aligned across the school, from kindergarten through twelfth grade. Students work through thematic units of study which provide content and context for the development of the required skills in each level of proficiency, building from novice lows for total beginners, through the intermediate levels and into advanced levels for some students. The proficiency journey is more like a meandering path than a ladder. Students do not simply “move up” a level each year. The higher they go the longer it takes to master all the skills and content of the broadened levels—which is why ACTFL chose to use an inverted pyramid to represent proficiency development. This year the elementary school Spanish team pioneered ways of structuring personalized learning pathways for all students, together with a data collection system that shows which skills at which proficiency levels students have mastered. Students can move forward or backward along a learning continuum, learn missing skills or develop the next set of skills.

Virginia has studied French at SAS for two years. I can feel her passion in using this language as a tool to open her network and know more about French culture. For example, she was invited to one formal charity party for joining their visitors. Most visitors spoke English but one family actually came from France. Virginia proactively guided that family, introduced the event and chatted with them for the whole event. That family felt so welcomed and relaxed as Virginia can speak their language fluently. Virginia is now very keen to know the fashion and culture of France. She will share with us many interesting findings that are pretty unique in Europe. She will specifically point out which cities or regions actually use French as their main language. That is quite amazing for our family. We’re all proud of her. Jeffrey Tung Parent

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My husband and I have two children in the language program at SAS. They have been a part of the program since they were old enough to attend SAS. The program has enriched their spoken Spanish immensely in very little time. When we are out traveling my children will hear native Spanish speakers and have no reservations going up and speaking to them in Spanish. In return, the native speakers turn to us and say â&#x20AC;&#x153;Wow, they sound native!â&#x20AC;? I attribute it all to the language classes that they have had and continue to receive at SAS. Annika Ferrell Parent

DISTINGUISHED

SUPERIOR

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

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

ADVANCED INTERMEDIATE

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

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

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

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

2017-18 CHINESE LANGUAGE PROGRAM STUDENT PLACEMENT - BASED ON ORAL PROFICIENCY GRADE LEVEL

STUDENTS

Elementary School

K - NN G1 (Nov I, Nov II, +) G1 - NN

INTERMEDIATE

496

80% 20% 11%

G2 - NN 15% 49%

G3 "Nov II/Int"

19%

G3 Intermediate

High School

G4 Novice

597

17% 15%

12%

44%

15%

17%

16%

41%

11%

18%

41%

19%

35%

37%

14%

G4 - NN G5

15%

G5 - NN G6

25% 8%

G6 - NN G7 G7 - NN

504

29% 13% 41% 9%

G8 - NN G9 - 12

ADVANCED

89%

G3 Novice

G3 - NN

INTERMEDIATE HIGH

20%

G2 (Nov I, Nov II, +)

Middle School

NOVICE 81%

K Novice

22%

20%

21%

419

AP Classes 9% AT Course 2%

Notes: The Non Native program focuses on oral proficiency only until Intermediate High when a dual focus on oral proficiency and literacy is introduced. The Near Native program focuses on both oral proficiency and literacy skills from kindergarten, with an increasing focus on literacy skills through the grade levels.

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INTERMEDIATE

INTERMEDIATE HIGH

2% 14% 29%

43%

24%

G6 Spanish

34%

49%

17%

15%

54%

31%

11%

54%

35%

198

G8 Spanish G9-12 Spanish

16%

337

17%

20%

16%

AP Course 4%

2017-18 French LANGUAGE PROGRAM STUDENT PLACEMENT - BASED ON ORAL PROFICIENCY GRADE LEVEL

STUDENTS

G7 French

NOVICE

INTERMEDIATE

10%

ADVANCED

22% 43%

G8 French G9-12 French

INTERMEDIATE HIGH

25%

G6 French

113

12%

20%

29%

21%

11% AP Courses 4%

Notes: *Kindergarten Spanish only offers novice level classes, which include random native speakers or other proficiency level students

My daughter, has benefited immensely from the French language program at SAS. From a tentative learner to a fairly adept French speaker and learner, the exposure that SAS had provided has positively impacted Maya’s progress. Classroom learning, field trips and French immersion program has broadened Maya’s outlook, improved her cultural awareness and also provided motivation and momentum. Thanks to her teachers, Maya has developed an appreciation and love for the French language Meena Vathyam Parent

CTIVE

40%

33%

SPE

31%

G5 Spanish

ER L P

155

40% 59% 46%

G4 Spanish

60% 39% 40%

118

G1 Spanish G2 Spanish G3 Spanish

G7 Spanish

ADVANCED

100%

NOVICE

STUDENTS

K Spanish

2017-18 Spanish LANGUAGE PROGRAM STUDENT PLACEMENT - BASED ON ORAL PROFICIENCY GRADE LEVEL

Chinese

r s e i o m n m I After five years of research and development the Chinese immersion program was rolled out in the 2017-18 school year with 31 kindergarten students enrolled across two classes. Most of these students attended the early learning center at Singapore American School. Many had some exposure to Chinese and came from families where English (or another language such as Spanish) was the primary language. There are no nativeChinese-speaking children enrolled or eligible for the program as it is a one-way immersion program designed for second-language learners.

Unique in nature, our Chinese immersion program is a sliding-scale model with full immersion in kindergarten and first grade offering a 75/25 instruction model. The daily specials of music, art, and PE, along with a daily English lesson as their world language comprises 25 percent of the program delivery. In second and third grades the scale moves to a 60/40 framework, allowing for more daily English. In fourth and fifth grades, not only does the program become bilingual in a 50/50 model, but shifts to a two-way program so that some of our near-native speakers can join and enrich their learning. Support is made available in a variety of ways. The curriculum is fully aligned with the regular kindergarten classes and the two Chinese teachers work together in a learning community and as part of the kindergarten PLC team. They discuss learning and assessment each week, and they work in collaboration to achieve the schoolâ&#x20AC;&#x2122;s mission and vision. By the end of the year there was much to celebrate. The children learned so much so quickly that their pace and language development surpassed expectations. Zhang Laoshi and Xi Laoshi and our two instructional assistants, Li Laoshi and Yan Laoshi, watched students independently write personal narratives. Students were able to introduce themselves, their families, and their friends using expansive vocabulary. Apart from being capable mathematicians, students are also budding scientists, and can explain what humans and living things need to survive and even talk about the wild otters in Singapore!

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Daily Mandarin classes at SAS are a highlight for or son Ezra. Not only is he fully engaged in his learning, but we also see him making enormous progress day by day. From making video presentations in Chinese, to conversations with his teachers and classmates, he is busy using what he is learning. At home, Ezra is eager to share his new vocabulary and understanding with us. This year, in second grade, he is very excited to build his proficiency with written Chinese characters. Jacqui Ahn Parent

r e t n I im Semester

The Singapore American School Interim Semester was a result of students being increasingly isolated from “real life” in Singapore and Southeast Asia. Changes in the economic and political fabric of the nation added to the cultural distance between SAS students and their host country. It was time to strengthen the school’s Asian studies offerings. Teacher (later principal) Larry Crouch, who was instrumental in developing Interim Semester, recalled that when Superintendent Dr. Harry Barteau (1967-69) hired him in 1968, he “made it clear that SAS needed an active Southeast Asian studies program with field trips that would help students learn from and appreciate living in a foreign country.” In that year, students in social studies and Malay language classes began taking field trips within Singapore and across the border into Malaysia. At the end of the 1971–72 school year, Superintendent Dr. Jack McLeod (1969-73) proposed that the school add a shortcourse program to the next year’s schedule. A committee of students, teachers, and administrators developed the goals and structure of this new program, secured approval from the board’s Academic Committee, polled students, prepared a handbook and schedule, developed and implemented sign-up procedures, and assisted with planning and logistics. In 1973, the first Interim Semester included 35 course options with trips to Thailand, Malaysia, and Indonesia. Over the years, course options ranged from the exotic to the strange—28 hours in a Malaysian jungle, Yoga for Beauty, For Dog Lovers Only, and even Psychic Sciences!

Philosophical questions about the scope and intent of Interim Semester have continued to inspire community discussion. In 2012 a committee of parents, students, teachers, and administrators worked to align Interim Semester with the school’s mission, vision, and focus on learning. A new mission statement for the program was developed that defines the program’s focus as “deepening students’ understanding of the world around them; inspiring students to contribute to the global community; encouraging students to challenge themselves; and building a sense of community.” Courses are now offered in the three categories of global issues, service learning, and eco-adventure; over their four high school years all students must sign up for at least one service learning Interim course. These guidelines ensure that each course is challenging, enriching, and worthwhile, while allowing students a huge variety of options, destinations, and experiences. The 2017-18 Interim Semester catalog listed 58 courses, including 26 eco-adventure courses, 16 global studies courses, and 16 service learning courses. Thirteen courses were Singaporebased, and 64 percent took place in Asia. Australia and New Zealand account for 12 courses, while five took place in Africa, one in the Middle East, and three in Europe. Today, 45 years after the first Interim Semester, students continue to fret over their choices, stress over their packing, dive into their Interim Semester experiences, and return to school with new knowledge, new skills, new friends, and new insights into themselves and the world around them.

1,190 118 students on Interim

teachers on Interim

countries with service trips

23 countries visited

8,700+ total hours spent on service projects

348 students on service

Global Studies

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A week in Morocco completely altered my perspective of Islam as a religion. The experience broke down the negative stigma around a religion that was foremost founded upon the ideas of peace and coexistence. Not only did we learn the basics of the faith, but we also had the opportunity to talk to educators and scholars who shared their interpretation of the religious texts as well as their personal opinion on how the religion should be practiced.

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Alexis Buechel Tenth Grade Student

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Cindy Qin Twelfth Grade Student

Service The trip to Stairway Foundation in the Philippines offered us an opportunity to create a valuable impact on the lives of street children and opened us up to ideas such as cherishing our lifestyles and bringing more awareness to the prevalence and inhumanity of the abuse of children and their rights. Nicole Han and Hritika Singh Tenth Grade Students

CTIVE

I have seen one side of the Himalayas, from China, but I have always wanted to know what they look like on the other side. The weather in Nepal can be unpredictable and treacherous and in the end, we never got to see Mount Everest. Despite the setback, we gained many other positive experiences. The bonds forged and the memories of cold nights, long walks, and plane rides overlooking the Himalayas dulled the misfortune that we experienced due to the weather.

SPE

EcoAdventure

Classroom

t w u a o l h l t i s W The middle school Classroom Without Walls program extends student learning beyond experiences they can gain on campus. These multi-day trips are designed to expose students to new cultures, trigger character growth, push the limits of their comfort zones, and foster team spirit. Students develop environmental awareness and cultural sensitivity through participating in activities specific to each trip.

52,140

3,020

2,823

1,573

7,308 meals eaten off campus

worth of long distance phone calls back to Singapore

961

1,964

1,000+

total human hours spent away from campus

kilometers traveled by bus

border crossings

new friends made

happy kids

total parent nights of freedom

875 service hours

Other than looking at life from another perspective, CWW is all about establishing new friendships and strengthening your bond with your homebase. One of the activities our whole homebase participated in was to build a raft, and though the process was gruelling and tedious, the bonds that tied our homebase together were further strengthened. Even though at the end we placed last, the experience has been ingrained into our memories forever. Overall, this trip is not only a vital part of the eighth grade school year, but also an amazing experience for the future beyond middle school. In a week, this experience offered more valuable lessons than a walled classroom can ever present to us. Sarah Bach and Kobe Datu Eighth Grade Students

SIXTH Grade

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Getting to know new middle school teachers Full day at Adventure Cove Waterpark Hiking on Pulau Ubin Eating at a local hawker center Photo scavenger hunt around Changi Village An evening of bowling and homebase activities

• • • • • •

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Homebase Minute to Win It competition Building sandcastles with your homebase An evening bbq where students cook their own food Student-choreographed synchronized swimming competition Free time at the beach and waterpark

Eighth Grade • • • • •

Service work in local Indonesian villages Jumping off of the tower at Telunas Evening bonfires Hiking to an island waterfall Cultural activities such as fishing, cooking, and pottery

CTIVE

• • • • •

SPE

SEVENTH Grade

Service

n r i n a g e L Service learning connects the core curriculum to community service, applying our desired student learning outcomes to real-life contexts. Putting others before themselves from a young age, Singapore American School students from kindergarten to grade twelve took part in service learning opportunities in school, in the community, and in regional and global settings. From brainstorming to problem solving, doing research, and even conducting interviews, students identified community needs and used academic topics to examine their local or global context. Empowered to make a difference in their communities and develop an early commitment to active citizenship as part of being a responsible global citizen, students participated in indirect action, advocacy or research, and present their findings in a public forum. Service learning at SAS focuses on building partnerships and contributing to the community.

Service in high school has blossomed to an unprecedented degree this year. I had the incredible opportunity to serve on the Executive Service Council and witness this growth first hand. Our community had over 12 guest speakers visit classrooms, including NYAKA’s Jackson Kaguri; three of our clubs held galas, raising tens of thousands of dollars at each; and over 20 service trips were conducted around the region over the course of the year. The support from the administration, faculty, and community has made all of this possible, and for that we are all infinitely grateful. But it’s important to remember that the small details are what best encapsulate service that comes from a desire to give back to this world that has given us so much: the last brushes of paint onto a newly built school, drawing pictures with the children we serve, and sharing a meal—these moments are those that will stay with us long after we’ve left SAS. Bryanna Entwistle Eleventh Grade Student

E l e m e n ta r y S c h o o l

Service

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

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

• More than 150 third grade students visited the Singapore Leprosy Relief Association over four after-school visits. Students held a personal hygiene donation drive, raising S$1,600 in funds along with toiletries for the residents.

• Second grade students raised over S$43,000 to donate to Food from the Heart in their annual walk-a-thon. Collectively, 268 second graders and their families walked over 1,468 kilometers with 3,671 laps in 75 minutes.

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

• Kindergarten classes befriended stroke victims at the Adventist Rehabilitation Center, helping them refine motor functions or challenge thinking through games and activities.

• Forty Interim Semester art students helped early learning center and elementary school students craft over 350 ceramic bowls, raising over S$1,400 to help alleviate hunger in Singapore by donating the funds to Food from the Heart.

Middle School

Service

• Sixth grade chefs held three Cooking for a Cause events throughout the year. Students baked and sold their own goods to raise money for Gramshree and Stella’s Child. • Students participated in the annual Change for Change event and raised S$10,430 for a variety of NGOs—Care Corner Woodlands, Transient Workers Count Too, Day Spring, Doctors Without Borders, Malala Foundation, and Prevent Human Trafficking. • Eighth grade students loaned S$5,500 to 220 entrepreneurs in 63 countries via Kiva, an organization that allows people to loan money to low-income entrepreneurs and students. • XSProject club members collected banners throughout the year that XSProject turned into laptop cases, bags, and more. The funds raised were used to send 85 children to school in Indonesia. Students also visited the trash picker community in Jakarta, sharing books and playing games in the new library building at the site.

• Eighth grade members of Caring for Cambodia visited Siem Reap and paved a section of the campus at the Aranh Cuthbert junior high school, participated in English as a second language instruction at three primary schools, and served breakfast to hungry students through CFC’s FoodFor-Thought program. • Eighth grade students hosted guest speakers who shared solutions to help global poverty. • Nineteen education scholarships were offered to students in Bolivia, India, the Philippines, and Uganda. • Eighth grade students partnered with Humanitarian Organization for Migration Economics. They hosted a picnic for 70 ladies who stay at the shelter.

High School

Service S

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• A total of 150 students including SAVE club members participated in the 26th International Coastal Cleanup collecting 365 kilograms of garbage.

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• Photo Club dispatched student volunteer photographers to cover 43 different events over the course of the year, ranging from spirit events and service assemblies to IASAS events and prom.

• NYAKA invited founder Jackson Kaguri to a series of speaker events and classroom workshops, raising awareness for the school they sponsor in rural Uganda. In addition, the annual Barefoot Walk and a Bubble Soccer Tournament helped raise money for the cause.

• Leprosy Home engaged in partnerships with other clubs, held fundraisers with third graders to collect toiletries for those at the home, and bought electronics to improve residents’ quality of life.

• Stairway held their very first Light Gala in order to raise funds for sexually abused boys at the Stairway Foundation home in the Philippines.

• SPAR held their bi-annual Puppy Cafe, raising funds and awareness for homeless animals in Singapore.

• Global Issues Network organized a trip for over 20 service leaders to the EARCOS GIN Conference in Shanghai for a weekend symposium on global issues. Additionally, they brought in a number of guest speakers from varying corners of the service world for their year-round speaker series.

• Teaching And Sharing Skills to Enrich Lives (TASSEL) held the Change Their Story gala, raising over S$30,000. In addition, they collectively taught 19 English lessons to Cambodians each week.

• Spotlight on Staff organized a staff appreciation assembly to recognize the high school’s housekeeping and facilities staff. • Blue Planet Initiative furthered their mission through their Jim Ries Speaker Series, along with raising awareness at the ADEX apxo 2018, Asia’s largest dive expo. • ECHO, a club dedicated to helping children in Latin America gain access to quality education, hosted a soccer tournament for third through fifth grades and raised S$800. • Edible Garden City, a new service club in the high school, volunteered at the Citizen Farm, which provides local, fresh, tasty, and nutritious produce while employing people from low socioeconomic strata as well as the disabled. • Operation Red worked to help less fortunate senior citizens living in relative poverty in Singapore by providing a sustainable source of food and healthcare goods, and developing meaningful relationships with them. • Food From the Heart organized many events, including a Toy Buffet and a walk-a-thon, to raise funds and support a local food distribution warehouse for low income populations in Singapore. • Peace Initiative held their annual speakers assembly, featuring SAS high school students as keynote presenters.

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AS E S FAM

Moving to a new country, new community, and new school represents quite a challenge for families. We found that SAS was very sympathetic to that process and had various mechanisms in place to ease these transitions. Between assigned student-buddies, gradespecific orientations with tour opportunities, and people across the community (administrators, faculty, other parents) providing accessible encouragementâ&#x20AC;&#x201D;our integration went very smoothly. In little time, I was assisting inside and outside of my kidsâ&#x20AC;&#x2122; classrooms and participating in social and community activities like coffee mornings and 100 Women Who Care; my husband used contacts from the school community to find and join menâ&#x20AC;&#x2122;s league basketball teams; and the kids made friends and got involved in Girl Scouts and sports teams. Essentially, SAS provided a whole network of activities and opportunities for the entire family and represented the starting point for much of the life we have created for ourselves in Singapore.

Erika Tull Parent

I LY

THE SAS FAMILY

Our

e n d t u s t S At SAS we celebrate the diversity of our students. We know that in order for all kids to experience success, we must know them well and give them room to fully explore who they are, and what they are capable of. Within our student cohort of 3,991 we honor varied learning styles, experiences, cultures, and global perspectives. At SAS we know that families donâ&#x20AC;&#x2122;t move 8,000 miles or 800 miles to experience the same thing as home. While our school offers cultural touchpoints that prepare students to navigate the US, we firmly believe in launching our kids with the cultural competence to be global citizens prepared for the future.

931 3,991

new families and students

Student numbers

by Grade

43%

students at SAS

k- 1 k imm

on-island transfer rate

67 114 173 31 269 269 303 291 309 322 323 322 308 312 305 275

We transferred our boys from an international school in Singapore to SAS at the start of second semester. As parents we were worried about the transition from a British curriculum to an American curriculum, however it was the best move we made and we have been impressed by the academic standards and balance with technology. We appreciate the excellent communication including weekly school newsletters, weekly class updates on the teacher websites, prompt responses to emails, and email messages from the principal to keep the community informed. Alicia Joyce Parent

US Canada Mexico

2158 80 3

i o n

4 TH

AS E S FAM I LY

3 13 3 2 1

Argentina Brazil Peru Columbia Venezuela

1,459 ASIA

3 2 188 41 407 34 1 85 20 3 3 53 339 236 2 18 17 7

9 3 13 2 13 6 1 1 6 1 1 17 2 4 1 7 9 6 9 3 63 2

Bangladesh Brunei Darussalam China Hong Kong India Indonesia Iran Japan Malaysia Myanmar Pakistan Philippines Singapore South Korea Sri Lanka Taiwan Thailand Vietnam

Belgium Bulgaria Denmark Finland France Germany Hungary Ireland Italy Maldives Nepal Netherlands Norway Portugal Romania Russia Spain Sweden Switzerland Turkey UK Ukraine

2,241 North America

179 Europe 83 Australia

Australia Fiji New Zealand

62 1 20

Angola South Africa

2 4

South America

6 Africa

Our

n a d y S t t l a u f c f a F As a prestigious establishment, Singapore American School continues to attract dedicated employees who bring diverse skills, talents, and enthusiasm for education into their classroom and workspace. This past year, 16 faculty members graduated from the University of Southern California doctoral program. The dean of USC Rossier School of Education presided over the graduation ceremony held at SAS.

664

total number of employees

countries represented by employees

985,839

of professional development funds used to support employees

number of visiting consultants offering professional development to employees

Number of SAS

i s t r at i o n n i m d A

e c

i o n

Masters

0-2 years

FAM

62 %

19 %

AS E S

12 plus years

United States

23 %

62 %

EDUCATIONAL QUALIFICATIONS

YEARS OF SERVICE at sas

NATIONALITY

I LY

9-11 years

Other

Australia

12 %

15 % Canada

19 %

6-8 years

31 %

3-5 years

27 %

Doctorate

12 %

Bachelors

New Zealand

To me, SAS is a place where I feel I can spread my wings like an eagle. The support from the teachers and staff is fantastic and helps each individual learn and grow in a culture of student leadership. As an Eagle, I feel proud to deepen my thinking, and know that if I try my best, I can succeed and that teachers are always by my side to support me when I most need it. Luke Plein Seventh Grade Student

Number of SAS

F a c u lt y

383

58 % United States

10 %

26 %

New Zealand

15 % 5 % 4% Canada

United Kingdom

Australia

Masters

0-2 years

26 %

9-11 years

Singapore

75 %

19 %

12 plus years

Other

EDUCATIONAL QUALIFICATIONS

YEARS OF SERVICE at sas

NATIONALITY

3-5 years

20 %

6-8 years

Bachelors

4 % 20 %

Doctorate

International Teaching Diploma

Amongst the international teaching community, SAS has a reputation as being a top-tier, gold-standard international school. Prior to arriving at SAS, I was aware of all the progressive programs and learning communities that were being redesigned, in fact, it was the main reason why I wanted to work here. Innovate or die is a statement usually used in the business sector, but it has huge implications in education as well. The thought of being a part of innovative changes in my chosen profession is what made me apply to SAS. AlI I knew was that I wanted to be a part of this educational journey and I was keeping my fingers crossed that SAS was really going to be as awesome as I hoped it would. Brendan Riley Middle School Teacher

Number of SAS

t r S o ta f f p p u S

255

e c

i o n

0-2 years

I LY

12 plus years

FAM

Diploma / A level / O level

AS E S

68 %

24 %

33 %

72 %

Singapore

EDUCATIONAL QUALIFICATIONS

YEARS OF SERVICE at sas

NATIONALITY

19 % Other

United Kingdom

United States

11 %

9-11 years

21 %

3-5 years

11 %

17 %

Bachelors

6-8 years

When I first started at SAS, I enjoyed being upfront greeting and meeting people as I came from a customer service background. A year later, I had the opportunity to move up to be a deputy principal secretary. The biggest responsibility in my job scope was handling high school Interim Semester trips. So, this was my new challenge. Iâ&#x20AC;&#x2122;m thankful that I receive full support and guidance from administration. Noraini Anur Center of Innovation Secretary

Masters

Our

l o u V n t t e n e e r r s a A strong supportive parent community has always been one of the defining features of Singapore American School. SAS parents make a real difference in the lives of our students through their time, expertise, fundraising, and engaging spirit. The PTA and Booster Club help create a sense of place, home, and belonging for the whole SAS community.

The 2017-18 PTA Board

The 2017-18 Booster Club Board

President Mina Ohuchi Bregman

President Karen Gunn

Vice President Christine Miyasaki

Vice President Kristine Arora

Treasurer Ann Marie White

Secretary Judie Loth

Secretary Ines Cremers (August-October 2017) Ann Chow (October 2017-present)

Treasurer Heide Angell Parliamentarian Kendall Jackson

Parliamentarian Manaswi Jhala

SAS is so much more than an excellent academic institution. I really appreciate that students and staff recognize the importance that parent volunteers play in making SAS the special place that it is. From hosting welcome coffees at the beginning of the year to Staff Appreciation Day at the end, the PTA strives to help parents find their place in our community life. As a new parent this school year, the chance to serve as a room parent, a volunteer at grade-level events and also on the PTA Board has enriched my sense of connection to SAS. When my children see that I dedicate my energy and time as a parent volunteer, they feel a stronger sense of pride in our shared school community. I am truly grateful to the PTA for creating opportunities for parents to experience the spirit of SAS! Ann Chow PTA Secretary

Expenditures s$79,400 community events

s$31,000

high school clubs S

e c

s$29,450

i o

welcoming/hospitality

donation to the SAS foundation

FAM

s$27,150 s$11,170

general and administrative

I LY

elementary/middle school

s$17,000

s$5,300

store expenses/fee

high school programs

s$5,000

then and now video

s$2,700 s$2,000

balloon drop

welcome bbq

s$5,400

s$30,000

advisory and spirit events

athletics and activities

s$15,000

visual and performing arts

s$2,000

AS E S

s$100,000

high school scholarship

s$20,000

PTA

Booster

IASAS

s$13,000

student clubs and activities

s$17,000 senior lunch

s$8,000

honor roll recognition

s$19,400 senior awards

Our

m u l A ni Relationships are fostered at every step in our Eagle’s academic career and last far beyond their time on campus. Whether a student has been at SAS for two years or 12 years, we consider them alumni and forever a part of the Eagle family. Social media is increasingly keeping our alumni community actively engaged. With almost 6,000 followers on our alumni Facebook page and over 1,300 alumni as part of our LinkedIn group, SAS alumni continue to make strong connections with each other and with SAS. The 2017-18 academic year saw meaningful engagement among our globally connected network of alumni. In addition to online connections, over the past year, hundreds of alumni from around the globe came together at alumni gatherings and class reunions. Not only were alumni events organized by the alumni relations office, but many alumni took it upon themselves to plan reunions. Alumni-led events have taken place in Austin, Chicago, Minneapolis, and New York in the US, and Cozumel in Mexico.

996

alumni visits to campus

New York City

230 - 51 48 24 40 67 Washington

Atlanta

Los Angeles

alumni attended events

Recently, I attended an alumni event in Washington DC. Seeing alumni that graduated just this past year as well as 10 years before me was intriguing. I was able to meet Dr. Chip Kimball, the current Superintendent, who is hard at work implementing an amazing vision for current students and teachers. Although we all weren’t at SAS at the same time—or even on the same campus—we connected in a very special way knowing that we were all shaped and molded by Singapore American School. Once an Eagle, always an Eagle. Forever. Mende Wheeler Crews Class of 1996

Singapore

e c

i o n

4 TH

AS E S FAM I LY

It was comforting to talk to someone who came from a similar background, and it gave me a sense that even though I was miles away from home, I have an Eagle family no matter where I go. SAS Eagles are everywhere in the world, and if we use that privilege to our advantage, we can have a multitude of opportunities that we never expected to come our way. All thanks to the strong alumni network, I can connect with Eagles who have spent time in Singapore and are now reaching for the stars in every part of the word.â&#x20AC;? Audrey Widodo Class of 2017

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This year, I have seen firsthand the passion, brilliance, and dedication SAS faculty and staff bring everyday to cultivating exceptional thinkers. The energy and creativity faculty, staff, and students are bringing to the work of imagining and designing the next generation of flexible learning environments on the SAS campus is truly inspiring. In my work with schools on four continents and over a dozen countries, I have yet to work with a school more poised to show the world what innovative learning and learning environments look like at scale.

Isaac Williams Design Principal Fielding Nair International

Systems That Support Learning

Our

i t l i i e c s a F Our facilities team continued to advance our world-class campus ensuring it remains an attraction to prospective parents, and a memorable highlight for our community. In continuing work with the architectural team at Fielding Nair International, the 2017-18 school year has been a highly progressive one with the roll out of our first pathfinder projects. In elementary school, kindergarten and Chinese immersion learning communities were introduced enabling more student inquiry based learning, collaboration, and interdisciplinary studies. These learning communities enabled teachers to develop meaningful relationships, provide a combined knowledge of studentsâ&#x20AC;&#x2122; needs, and the ability to accommodate a broader range of learning styles to pave the way forward with a personalized learning experience for every child. In middle school, the sixth grade A-side classrooms and group room were combined to form a learning community complete with two learning studios, a grand commons room, two smaller breakout rooms, and a science/maker studio. The learning community offers teachers more flexibility in the use of space and time to best meet the personalized needs of each student.

In high school, the Center of Innovation was renovated for students to come together to explore their interests and bring their ideas to life. The student life center was also created to foster support and positive relationships. These pathfinder projects are demonstrating how facilities can directly impact learning, and allow us to experience in the short term the learning environment we eventually want to implement throughout the campus as part of our facilities master plan and strategic vision. Throughout the school year we made steady advances in the facilities master planning process as our faculty, administration, and facilities team collaborated with Fielding Nair International. Design working groups comprised of representative faculty and admin from each division met regularly through the year to work with design team members to clarify, ideate, and refine the scope of work outlined in the facilities master plan. These

3,165

students who travel to school on the bus

6,243 work requests received

4,441 new SASCards issued

I have had a great opportunity to collaborate with my colleagues. We are planning together and we are executing together. Itâ&#x20AC;&#x2122;s no longer a case of talking first to come up with ideas, then planning and executing separately in separate spaces. Itâ&#x20AC;&#x2122;s much easier for us to have collaborative conversations. James Tony English Language Arts Teacher

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We continue to challenge ourselves to create remarkable experiences for our students and personalize their learning journeys. Following the successful renovations earlier in the year, further pathfinder projects were implemented in August 2018. The completion of a fifth grade hub this summer turned four classrooms into one flexible learning environment with moveable furniture and varied seating options for small group, individual, and whole class learning opportunities.

Numerous guided learning walks were conducted during second semester to allow faculty and parents to gain insights and a deeper understanding of our new pathfinder spaces and master plan. The Office of Learning conducted over 16 guided tours with 86 parents and 80 faculty in attendance.

Furthermore, Fielding Nair International commenced engagement opportunities leading workshops that partnered with students and parents to begin the process of imagining new learning environments to support our vision and better prepare our learners with the skills, knowledge, and dispositions to thrive in a complex world.

meetings reviewed dining models as well as play and social spaces, considered constraints of our current campus design, explored scenarios for organizing learners and space, and defined sustainability goals.

87 Summer renovations in the middle school created 6B and 6C flexible learning environments. Two eighth grade ELA classrooms were also reconfigured to give teachers more flexibility in how they work with their students. In the High School, two pathfinder spaces were designed by reconfiguring three classrooms. The first pathfinder is a flexible learning environment for humanities courses. The space includes breakout rooms, small and large group instructional spaces, flexible furnishing and moveable walls. The second space is a collaborative work space. Eight classroom teachers will share the space, which includes breakout rooms, quiet work stations, flexible furnishing and larger meeting spaces.

222

summer works projects completed

1,175,086 kWh solar energy produced

pathfinder projects completed

Our

n c a es n iF SAS is incorporated in the Republic of Singapore and recognized under the Singapore Charities Act. Accordingly, a school board that serves without remuneration governs the school, and financial surpluses, if any, are used for the betterment of the school. Current parents and faculty are automatically members of the school and participate in its governance by electing the school board. The school board oversees the superintendent, and the chief operating officer works under his direction to implement the decisions of the board and its committees and to ensure that resources are managed efficiently and responsibly. School operations comply with high standards of financial accountability and transparency.

The audited financial results for the 2017–18 school year compare favorably to the budget approved by the board in March 2017 for both revenue and expenses. Overall revenues were favorable to the budget due to continued strong enrollment, despite starting the academic year slightly below capacity. Operating expenses were also favorable to the budget, with the largest contributor being the postponement of certain summer works projects planned as part of the anticipated campus redevelopment work. Positive trends in salary and benefits costs also contributed to lower operating expenses than budgeted. Non-operating revenues included a realized gain in the school’s investments. Overall, the total surplus amounted to S$17.2 million favorable to budget. This surplus was allocated to the reserves to provide for the continued financial well-being of the school.

Oversight and Review Council for Private Education

Annual Financial Audit

Committed to healthy finances today and tomorrow

Like all of Singapore’s Foreign One of the board’s responsibilities is We take seriously our responsibility System Schools, SAS is regulated to ensure than an annual audit of the of managing the resources by the government through the financial accounts of the school and the entrusted to us by the parents Ministry of Education’s Committee SAS Foundation is carried out. This audit of current and former students. for Private Education (CPE). The was performed by Deloitte during the The robust state of the school’s CPE’s regulations ensure that all 2018 summer and its results were available finances reflects the continued private and international schools for review before the school’s and the efforts of the board and the in Singapore are committed to foundation’s annual general meetings in administration to maintain and financial solvency and that families October and September, respectively. improve the school’s long-term selecting these schools understand Approval of the accredited financials is an financial health. their tuition and fee obligations. important element of both AGMs.

As one of few non-profit independent schools in Singapore, SAS carefully manages the resources entrusted to us by current and former families. Last year, full enrollment and postponed facilities projects enabled us to allocate a significant amount to our reserves, helping ensure that we can plan for future needs confidently. Matthew Rogers Chief Operating Officer

2017-18

de Reven i W l o o ues h c S

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Enrollment-related income comprised 96 percent of total revenues. Donations, investment income, and the guaranteed placement program contributed to the remaining 4 percent. As expected, registration fees dropped as a percentage of our overall revenue due to our realignment of this fee to remove a significant disincentive to applying to SAS. We are pleased that our revised registration fee structure has had the desired effects of making SAS more attractive to prospective families, increasing the size and quality of our applicant pool, and raising our on-island transfer rate.

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77 % school fees

other income

registration fees

14 %

annual facility fees

2017-18

de Expen i W l o o ses h c S Percentages of school-wide costs were similar to last year, with salary and benefits costs rising by 3 percent to 72 percent of overall expenditures. Although campus operations costs were lower than last year, they rose by 2 percent as a share of expenses because the postponement of significant summer works projects lowered our total expenditures. Technology costs remained at 3 percent, while administration, learning resources, and research and innovation costs all fell slightly as percentages of school-wide expenses. Allocations to our planned reserves accounted for 2 percent of total expenses.

72 %

salaries & benefits

administration

0.3 %

research & innovation

learning resources

planned reserves

technology

14 %

campus operations

The

dowment n e S A S S

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84.5m

EA T L

233.4m

The endowment is intended as a perpetually growing resource to provide for the long-term financial stability of the school. The boardâ&#x20AC;&#x2122;s investment advisory committee oversees the endowment, allocating the funds to five asset classes with a long-term horizon. Endowment funds are split between restricted and unrestricted, with restricted endowment money reserved for specific purposes: operating reserves to meet our financial obligations in case of a sudden unexpected downturn in enrollment; facilities reserves to help pay for major campus projects; and donor-directed gifts. Unrestricted funds may be applied to priorities the school has identified.

57.8m

59.7m

33.1m 24.4m 19.8m

8.2m

4.9m

1.4m

25.9m

11.2m 25.6m

30.8m

28.9m

37.8m

56m

67.5m

79.2m

94.5m

103.3m

110.8m

148.9m

Our

H T N R A O L P I Y H P Sixty-one years ago, Singapore’s American community and others seeking a US-style education raised the first S$100,000 needed to create a brand-new school. Through six decades and several moves, the school has remained true to its non-profit origins, and the spirit of philanthropy continues to endure at SAS today. Donor support makes our SAS vision and mission possible. It enhances academic, experiential, and extracurricular activities for our students, and enables professional development opportunities for faculty and staff. This was a year of incredible growth for the SAS foundation. Together, our community raised more than S$3.6 million; parent participation increased by almost 60 percent; and more than 600 families made a gift.

Examples of special projects to be funded by the generosity of our community: • Robotics program improvements in all three divisions • Service learning for the youngest students all the way up through high school • Strengthened social-emotional supports for all SAS students, including an elementary playground coordinator to facilitate positive interactions between students at recess This year, SAS received the first gift toward a multi-year pledge from the Lim family which will create three faculty positions to develop personalized curriculum and assessment. These positions will also allow our current instructional coaches to devote more time to working directly with teachers supporting instructional strategies in the classroom.

23%

of parents made a gift of any size

3.6m

funds raised

number of events

Reserves Policy: SAS Foundation (Singapore) will maintain 25% of annual revenue as reserves, subject to an incremental cap of S$50,000 each year and an overall cumulative cap of S$120,000. Reserves Investment Policy: Reserves will only be invested in cash, in fixed deposits, and high-liquidity investments. Conflicts of Interest Policy: Directors of SAS Foundation (Singapore) will submit their conflict of interest disclosure statement upon assuming office and at least annually; either by affirmative disclosure in which directors state that they do not know of any potential or actual conflict of interest, or by full disclosure of their outside interests. To see the policy in its entirety, please visit http://bit.ly/ sasconflictofinterest Executive management: The SAS Foundation Ltd has no paid employees. Audit: We will make available the audited accounts of the SAS Foundation Ltd to interested parties upon request to sasfoundation@sas.edu.sg.

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SAS Foundation Board 2017-18 (Singapore) George Raymond Zage III (Chairman - Since 2012 ) Clarice Soek-Yin Chia Woodworth (Vice Chairman - Since 2014) Brian Michael Oâ&#x20AC;&#x2122;Connor (Treasurer - Since 2014) Ang Peng Huat (Since 2014) Georgina Asch Bach (Since 2016)

Chan Wing Kwong (Audit Committee - Since 2008) Fam Siu Ping Anita (Since 2014) Eck Meng Goh (Audit Committee - Since 2017) Maria Gamble Luedeke (Since 2017) Chrissy Luo Qian Qian (Since 2016)

Victor Parry Rameker (Since 2018) Astrid Salim (Since 2014) Alana Marney Triscott (Since 2018)

SAS Foundation Board 2017-18 (USA) Rudolph Muller (Chairman - Since 2010) Nicholas Haslett (Vice-chair -Since 2015) Deirdre Simon (Secretary - Since 2012) Mendy Crews (Since 2017)

Sheila DeFord (Since 2010) Martyn Goossen (Since 2016) Anish Jain (Since 2016) David Kimball (Since 2012)

Brent Mutsch (Since 2008) Sean Wallace (Since 2015)

Education in the 21st century is in need for radical reinvention. This gift represents my passion to develop a new educational paradigm that enables students to become a generation of truly global citizensâ&#x20AC;&#x201D;leaders who can meet the challenges of a rapidly changing world with skills, knowledge and attitudes that cut across geography, culture and socio-economics. Lim Kaling Parent

SAS is proud to receive the support of Marina Bay Sands for the third consecutive year, under the integrated resort’s Sands for Singapore corporate social responsibility program. As the venue, food, and beverage sponsor for SAS’s annual Eagle Society Soiree, Marina Bay Sands helped SAS to offset the event’s organizational costs, enabling the school to fully utilize its donor funds for programs that directly benefit our students and learning.

Our support for SAS aligns with our strategy to support youth and education in Singapore. It also builds a pathway for us to work with SAS on future projects at Marina Bay Sands – whether through our Sands for Singapore career workshops, or inspiring these students through our In Conversation With sessions led by professionals from different industries.” Lisa Williamson Vice President of Communications Marina Bay Sands

1 2017-

8 t h e S A S F o u n d at i o n s

l o l f DONO o r r o RS Hon

t i

SY ST EM

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

Xisheng Huang and Sherry Gu Kaling Lim and Seok Yee Lau Saurabh and Shraddha Mittal Sameer and Yamile Sain

Anonymous Tim Chen and Chrissy Luo Brooks and Laura Entwistle Vikram and Shruti Hora

Member of the eagle society1956 CIRCLE S$50,000 AND ABOVE

S TH

Alan and Christine Miyasaki

Eck Kheng Goh and Anita Fam

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

PP OR

Shailendra Singh and Svetlana Dunaevskaya Helman and Maria Sitohang Steve and Karen Sonnenberg Cheng Teik and Betty Tan Michael and Lynne Taylor Michael and Claire Wahl Adrian Woodworth and Clarice Chia Woodworth

eagle society Fellow S$5,000 - S$9,999 Ehab Abou-oaf and Gina Elzoheiry Anonymous Zain and Natasha Fancy Tetsuichi and Kaoru Fujiwara Michael and Britt Garrison Eck Meng Goh Marty and Kathy Goossen Jie Zhang

Tim Holland and Mae Loon Dwight Hutchins and Maria Castillo Ruiz Craig and Sara Johnson Bryan (‘86) and Carmen Kennedy Brian and Tina King Young Bae Ku and Lucy Gee Dorian and Cecilia Lo Takashi and Hanako Ohtani

Allan Park Rajiv Ramanathan and Arpana Vidyarthi Samba Natarajan and Vidya Sambamurthy Amit and Spradha Sinha Hemant and Nimeesha Takalkar Gregory and Nathalia Thiery Samuel and Natalie Vulakh Aaron and Charisse Yip

eagle society Friend S$2,500 - S$4,999 Peng Huat and Swat Ang Anonymous Jitender and Marina Bhandari Susan Ewert ‘73 Zhen Cao and Yan Zhang Treena Casey Dingjie Chang and Helen Xu Darin and Sara Fahrney Adam Fiore and Su-Jae Chee Alex and Anouk Hungate

Ritu and Shumit Kapoor Ajai and Abha Kaul Aaron and Shirley Kim Anand Kumar and Teresa Mariappan Ranjit and Gauri Lakhanpal David and Frances Lim Kevin Lu and Joanna Wang Chris Misner and Crystal Hayling Brent and Maggie Mutsch Brian O’Connor and Nancy Menayang

Brian and Aisha Oravec Yongqiang Qian and Jia Yu Kartik Shankar and Maninder Kartik Nick and Jennifer Sparrow Ben Stewart and Alana Triscott Jeff Tolk and Astrid Tuminez Bin and Catherine Wang Amanda and Simon Wood Zheng Yuan and Qing Xie Yong Zhang and Ping Shu

Chip and Cheryl Kimball Michael Langlois and Anita Tan Scott and Maria Luedeke Rudy and Andrea Muller Doug and Michiko Parker Evgeny Tugolukov and Natalya Pavchinskaya Alston Salim ’05 John Shen and Jessie Liu

RNIN

Gerard and Dominique Ah-Hot Anonymous Jeremy and Georgina Bach Wing Kwong Chan and Vivian Liu Dickon and Ito Corrado Debashish Dutta Gupta and Shobha Punukollu Kevin and Amy Gould Nick Haslett ’03

EA T L

eagle society Patron S$10,000 - S$24,999

eagle society Member S$1,000 - S$2,499

Rahman Abdul Taib and Elisa Chan Hyung and Andrea Ahn Sundi Aiyer and Ruma Balasubramanian Kyle (‘02) and Leah Aldous Anonymous Niranjan and Deborah Arasaratnam Rahul and Kristine Arora Chris Beingessner and Brenda Baisley Eleanor Midori Bierdrager David Boen ’71 Garth Bregman and Mina Ohuchi Bregman Dave and Kate Breslin Young Chang and Haiyan Liu Jianqiang and Jie Chen Min Chen and Greta Zhao Jinping Cheng and Ling Guo Raymond Ching and Joy Tan William and Matilda Chong Andrew and Richeal Cline Pedro Peixoto Fernandes Mendonca and Karine Souza Collese Fernandes Mendonca Jason and Beth Cone Jose Cruz and Lisa Yeoh Peter and Alison Cuthbert Wade and Camille Dawson Matt and Liliana Dearth Shelley and Phil DeFord Roy Diao and Grace Young Judson and Anne Duncan Todd Elliott and Claudia Mansilla-Elliott Junaid Farooq and Sujatha Venkatramanan Shu Quan Fu and Tina Chen Thomas and Dina Fuller Shawn Galey and Katherine Krummert Kay Cheong Gan and Swe Ting Lim Sachin Gangaputra and Neha Bhatia Satinder Garcha and Harpreet Bedi Tito Garcia and Ana Borrero Bravo Jake and Dru Gearhart Aurobindo and Swastika Ghosh Fernando Gil de Bernabe Varela and Mary Ann Abejuro Jeffrey and Cynthia Gondobintoro Evy Gozali ’97 Arjun and Adeline Gupta Gerard Gwee and Karie Shu Dominik Hager and Jwee San Tan

David Hamilton and Jessica Blaustein Scott Hawes and Gabriela Silva Jimenez Bryan and Christine Henning Alvin and Juanita Hew David Hoss and Michael Fiebrich Susumu and Etsuyo Ito Larry Jiang and Lisa Zheng Nirav and Juhi Kachalia Girish Karira and Garima Bansal Tom and Catherine Keenan Susheel and Ruchika Koul Pablo Largacha Escallon and Isabel Urrutia Pombo Daniel Lee and Lilis Pang John Leiner Brad Levitt and Selena Freese Kwong Chung Li and Kim Yunn Pang Wen-Chi Liao and Hui-Chen Chen Suresh Nair and Maureen Castro Vega Suwantara Gotama Lim and Susy Angkawijaya Zeyuan Liu and Liyuan Qu Robin Loh and Rebecca Hing Stephen and Lai Ly Donald and Sophie Macintyre Daniel and Lori McConaghy Ross and Cindy McCullough Philip Meehan and Amy Zuber Meehan Trip and Jennifer Meredith Eduardo Miszputen and Cecilia Arellano Shobhan and Chitwan Mittal Todd Morakis and Dianne Donadio Scott and Sarah Morris John and Donna Mulcahy Raj Nair and Karen Lim Tetsuya and Erika Nakazawa Mark Nelson and Margrit Benton Dennis Ng and Maria Liang Tomo and Maria Oda Jin Oh and Moon Kim Craig Olsen and Joanna McIlroy Thomas Olsen and Paula Amadei de Olsen Sergei O’Saerang ’95 and Herlina Lim ’96 Shirley Pandra ‘98 Sean and Julie Park Nick and Kate Piazza Jason and Mindy Pilger Bill and Margaret Poorman

Jimmy and Jill Popelka Prabhakar Rajagopal and Uma Prabhakar Shiv and Reshma Puri Steve and Jessie Quance Avi and Ahna Raju Shekhar Rapaka and Sujata Hodarkar Gagan Rastogi and Neetu Jain Paul Rathband and Buan Yeo Chris Raymaakers and Robin Balshaw-Raymaakers John Redick and Pauline Nelson Matthew (‘95) and Vicki (‘95) Rogers Ashish Saksena and Sonal Priyanka Felicia Santosa ’97 Raja Saoud and Katherin Menacho Biaggi De Saoud Rick and Michelle Scurfield Vivek and Simmi Sekhar Mark and Tiara Shaw Rohan and Jyoti Singh Rick and Teresa Smith Mike and Vanessa Spier Rick Larke and Lee Ann Spillane-Larke Hui and Yi Wen Sun Gie Suphakarn and Kuanruk Saison Surachet and Fon Tanwongsval Maunik Thacker and Samia Khan Michael Thomas and Deanna Draper Quan Trang and Chu Chen Ashish and Ma Cherry Trivedi Nian Xu and Xiaoshu Wang Tze Wee and Oi Yee Wee Feng Wei and Na Guo Paul Welsh and Lauren Mehrbach Jerret and Tiffanie West Bob and Ann Marie White Deanna Williams Anthony Wong and Rachel Khor Kwan Nga and Rosa Wong SK Wong and Winnie Wu Xi Wu and Xuemei Dai Megan Yem Morgan Zhang and Ying Chu Naxin and Jian Zhang Senlin Zhang and Christina Li Gang and Qiong Zhou Lian Zhou and Jie Li Ziwei Zhou and Audrey Pang

Individual < S$1,000

t Vikas Kalia and Sarita Talwar Yoshihiro and Nozomi Kaneda Doug Kang and Helen Chu Jeongwook Kang and Hyunkyung Lee Jung Woo Kang and Yun Hee Chang KH Kang and Cecilia Park Ming Sheng Kao and Ling Chih Tsai Nikhil and Deepika Nikhilender Leonid Kasperovich and Cris Ewell Carlos Katsuya and Ana Torres Monteiro Katsuya Mack and Nuzhat Kazi Joe Keller and Juspine Muliawan Punit and Debjani Khanna Wadih and Alison Khayat Tony Khoo and Ginny Leong Jung Yul Kil and Hyun Jung Chung Alex Kim and Ji Hae Lee Andrew Kim and Yuri Shin Andy Kim and Julie Shim Dan Donghyun Kim and Hyojung Kang Daniel and Hye Rin Kim Danny Kim and YoungMi Yoon DJ and Ho Jean Kim Don Kim and Jyong Hae Choi Ha Sub Kim and Kelly Kwon Jae Hoon Kim and Yuri Choi Jae Young Kim and Ae Hee Jang Jaeson Kim and Jane Hyeseung Lee James Kim and Sang Yi Jay Kim and Katie Lee Ji and Susie Kim Jiho Kim and Grace Choi JJ and Kyung Kim Jong Uk Kim and Kyung Mi Er Junsung Kim and Inah Jung Mike Kim and Mina Yang Ryan and Soo Youn Kim Ryan Kim and Lydia Lee Stan Kim and Isabelle Roh TJ Kim and Young Song Tyler Kim and Ka Young Hwang Wook Kim and Song Kang Yong Gyu and Hye Won Kim John and Diane Knox Hyunseok Ko and Gloria Kim Himchan Koh and Karina Lee Naveen and Kavitha Kola Jeffrey and Jennifer Koltutsky Henry Kong and Melody Zhang Jae Hwan Koo and Ae Ran Koh Koushik Radhakrishnan and Lakshmi Varadarajan Amit Kunal and Shradha Nayan Marshall Kuo and Kate Lee Kristen Kurowski Nick Kwan and Lynn Hammond OJ Kwon and Hyojin Lim Lijim Lau and Esther Wan Nicholas Laveris ’79 Sally Lean Owen and Melissa LeBourdais David Lee and Jenny Ryu Dong-Kyu Lee and Hee-Jung Kang Doo Hyun Lee and Hyun Shin Hayoung Lee and Rany Kim Hosung Lee and Hyo Jung Yoo Jason and Grace Lee Kay Lee and Shin Yeon Kim Kevin Lee and Michelle Gong Kidong Lee and Jeehyun Oh Kitae Lee and Eunji Son Michael Lee and Tomomi Nagata Moon Lee and Yun Jin Ko Peter Lee and Ji Yeon Park Lee

SY ST EM

S TH AT

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Tanuj Dutt and Valerie Tang Trygve Dyrlie (‘89) and Marcela Ellerbrock-Dyrlie Bill Egan and Ann Marie Regal Oliver Elkareh and Linda Yu Matt and Debbi Elms Erdinc and Tomurcuk Eroglu Daniel Ewert James Fan ‘10 Ning Fang and Guangjie Wu Sarah Farris Tao Feng and Zhongya Li Keith Ferrell and Annika Dahlgren Tom and Denise Flynn Tina Forbush Daniel and Ana Maria Gach Girish and Shikha Garg Utsav Garg and Pameela Pattabi John and Gynelle Gaskell Erdogan and Asli Genc George George and Michelle Lee Abesh and Yasmin Ghale Neeraj and Joji Gill Zhaorui and Zhaobo Gong Aaron and Rachel Gray Daniel Green and Beth Toole Matthew and Julie Green Patrick and Becky Green SeungYoung Guk and Youn Hee Shin Sandip and Nivi Gupta Sanjiv and Asha Gupta Jeffrey Ha and Joohee Byun Won Ha and Yeonho Cha Kevin and Carrie Hack Kyu Shik Hahn and Eui Jeong Song Sami and Tanja Halabeya Taejin Ham and Miyoung Cho Michael and Joanna Hambrick CK Han and In Bok Jeon Jing Han Man Kyun and Youri Han Manyoo Han and Jay Yoo Tony and Holly Hanford Jon and Erica Hansen Harish Venkatesan and Subhashini Krishnamoorthy Bob Helmer Andrea Hendrickson Charlton and Monique Hirsch Miriam Hodgkins Jung-seok Hong and He-jin Jeon Sang Jin and Sarah Hong Sukpyo Hong and Sue Woo Jemma Hooykaas Emily Hopwood Cody and Lynsey (‘96) Howitt Johnny Huang and Sisi Cai Sik Huh and Seung youn Ryu Caroline Hui ‘10 Allison Hunt Andrew and Irene Hur Jason and Erin Hwang Sunjun Hwang and Jihyun Kim Tae Young Hwang and Youngin Jie Scott and Tara Jackson Jimin Jang and Jeong Hwa Lee Ryan Jang and Hee Jin Joo Marcos and Daniela Jank Matt and Paige Jenkinson Myoung Seok Jeong and Tae Hyon Ahn Wonseok Jeong and Jimin Ahn JT Jin and Julia Lee Seung-gyu Jo and Kathy Park Daniel Joe and Hyun Jung Seo Jin Jung and Euna Lee

Abhishek Abhishek and Ekta Sinha Punit and Shikha Agarwal Dhruv and Upasana Agarwala Harsha Aggarwal ’98 Sarizan Ahmad Rodney and Elizabeth Allen Nishant Neeraj and Priyanka Anand Anonymous Brian Arleth and Laura Fitzpatrick Suzanne Heathorn Brian Bae and Eun Ju Yoon Jun Hwan (Patrick) Bae and Patricia (Hyo Jung) Kim Taimur Baig and Shonali Sardesai Mark and Rindi Baildon Andy and Mary Balk John and Shari (’98) Barnidge Subir and Pavneet Bector Doug Behse Amy Bell Stephen and Nicole Bell Daniel and Katrina Bens Jay and Michele Bickett Rob Bier and Elaine Yew Duane and Audra Bolte Todd and Michellene Bombard Simon and Erin Bright Rory and Joanne Brown Armin and Christina Bruck Chris Bryden ’00 Michael and Liz Wirtz Buchholz Ron Starker and Kate Bucknall Beth Burrows Matt Canoy and Kinuka Kobayashi Seung Ryeol Cha and Mi Kyoung Lee Michael Chae and Andrea Knoblich PC Chakravarti and Pranati Bagchi Sriram and Kavitha Chakravarti Victor Chan and Joanna Shyu Ishwar and Vanisha Chandiramani Mouli Chandramouli and Swathi Swaminathan Jae Won Chang and So Yun Kim Wei Zhang and Liwen Chen Yunsok Chang and Sunghee Park Aroop and Anindita Chatterjee Jason Chen and Vivian Lee Shawn and Laura Chen Lena Chi CJ Chien and Elaine Ting Steve and Irene Ching Andy Hyeon Yeong Cho and Choon Kyu Park Jonathan Cho and Christine Ahn Sonny Cho and SunYoung Bang Tae Min Cho and Hyaekyoung Kim Chang Hyun Choi and Ji Yeon Woo Hanseob Choi and Kim Kim Jinho Choi and Ju Youn Nam Ken Choi and Soo Jung Shin Su Choi and Kelly Kim Tae Kyu Choi and Alyun Kim Youngwook and Hyejeong Choi George and Ann Chow Shilpi and Kavita Chowdhary Dong Uk Chung and Mi Jung Kwon Simon Clarke and Cathy Casey Jason Coates and Ping Ong Rob Coviello and Lisa Lazarus Kirk (‘97) and Mendy (‘96) Crews Nigel Cummings and Anne-Marie Russell Joshua and Leigh Curnett Jason and Courtney Davis Phil and Kuniko Decker Yantao Deng and Gillian Tian Kevin and Louise Donaghey

Sang Hoon and So Jueng Lee Seokwoo and Junghyun Lee Seunghwan Lee and Shinyoung Kang Sung Ho Lee and Moonhee Jung Sunghee and Yoonkyung Lee Tim Lee and Sara Kim Tom Lee and Lisa Tham Wonjoon Lee and June Park Woojong and Ji Young Lee WS Lee and Yunjeong Kim Yulhee Lee and Yeonjung Kim Justin Lee and Christina Park Adam and Brittany Levinson David Li and Haiying Guo Frank Li and Emma Ma Weiming Li and Jie Teng Xuesong Li and Wenlan Qian Juseong Lim and Hyesun Lee Kwee Tee Lim and Cassandra Yuen Sun Lim and Sue Kim Tom and Grace Lin Win and Stephanie (‘99) Lippincott Edwin Liu and Veronica Mei Joyce Liu Peng Liu Shui Liu and Yan Sun Wilson Liu and Vienna Lu Larry and Leah Llamzon Christina Natalie Loh ‘04 Robert and Denise Lombardi JC and Melissa Lore Mike and Julie Loth Lana Luhur Adam Lutz and Flora Chao Scott Mackinnon and Marivi Bonifacio Abueg Bryce and Crystal Madsen Rohan Mahadevan and Nandini Acharya Tarun Mahrotri and Bhavani Krishnamurthy Saahil and Simeen Malik Ravi Mankude Bhaskerrao and Neha Bakshi Jason and Leigh Martin Broward and Ellie Maryan Koji and Chihiro Masuko Arvind Mathur and Madhulika Sachdeva Sean Mcauley and Uyen Nguyen Michael McBride and Nattika Kanjanarin Shawn and Amy McBride Terri McComb Tovan McDaniel and Neha Shah Pamela Mckinnon Andre da Silveira Medalha Saum Mehra and Ruchi Agarwal Mrinal and Anu Mehta Brad Min and SK Yoon Byung Hwa Min Swapnil Mishra and Ferzin Patel Laura Mohl Shamik Mukherjee and Rohita Rajkumar Kristoffer Munden Kiminobu and Reiko Muto Joon and Esther Myong Kyoungwon Na and Min Kyung Cho Rick Nahm and Keunyung Hur Young Nam and Ellen Kim Sung Namgoong and So Yeon Lee Sanghwan Namkoong and Hijoung Oh Nikhil and Pavini Nath Joel and Liz Navarro Quy and Lily Nguyen Sridhar and Sudha Nishtala

Kausar and Balaka Niyazee Aisling O’Brien Mike and Rachael O’Connor Noreen O’Donnell ’73 David Ong and Jessie Chou Sin Beng Ong and Amabelle Fong Scott Oskins David Oswald Ishan and Allison Palit Rahul and Radhika Panday Chi Kwan Park and Myungae Lee Jae Soo Park and Kyoung Mi Lee Jason Park and EJ Lee Jin Park and Julie Lee Joey Park and Jeewon Kim Jung Hoon Park and Sung Sook Kim Luis and Sun Mee Park Peter and Se Jin Park Sang Jin Park and Yeon Hee Jung SK Park and EunMi Shin Wankeun Park and Jenny Lee Sudesh Pathmarajah Atung Sofyan and Leanne Pepple Kevin Pereira and Kanika Mittal Kent Peterson and Susan Sedro Michael Petrosino and Barbara Betti Tippawan Prasertpong John and Nicole Quick Henrik and Kristina Raber Uri Raich Portman and Valentina Zuin Rahul Raj and Sue Jagannathan Vijay Raj and Kavitha Jagadeesan Rajeev Kannan and Puja Rajeev Changiz Rastkar and Me Hyang Kim David Ratner and Allison Despard Matthew and Cathryn Ray Ben and Meredith Redwine John Rhee and Jimin Ha BK Rho and Su Jin Lee Hosup Rim and Hyunjin Chang Jeremy and Kathy Ritzer Ben Robertaccio and Dolly Ngai Frank and Nancy Robertson Andrew and Beth Robinson Geoffrey and Heather Rodocker Brian and Eve Rogove Jin Su Ryu and Na Hyun Seo Thomas and Esti Schulz Ken Schunk David and Donna Schuster Barry and Janice Searles Ashish Shah and Binali Parikh Bhavesh and Nita Shah Yuting Shao Sandeep and Supriya Sharma Tiri and Susan Shaw Marshall Shen and Lily Fan YongHong Shi and HaiYan Li Ken Shimamura and Atsuko Kurata Jae Hoon Shin and Ji Young Lee Kiha Shin and Joungsuk Park James and Rosa Shin-Gay Sung Hoon Shon and Jae Suk Kris Sidharta and Lisa Wan David Simonsen and Sharan Jaswal Alok and Ameeka Singh Sandeep Singh and Preeti Minhas Sanjay and Meenu Singh Deepak and Ekta Singhal Chris and Mako Smith

Ellie Snow Griffin Snow Selvie Somasundaram Tommy Son and Lisa Lee Adam Sprankell (‘92) and Suger Britches Sasidharan Sreedran and Shanmuga Sunthari Li Peng Koh Dennis and Colleen Steigerwald Scot and Valerie Stein Trevor and Prez Sturgeon Kichul Suk and Yungi Huh Sukumar Rajah and Priyamvada Sukumar Alex and Amy Sun Engelhard and Felicia Sundoro Andy Sung and Teresa Chang Brian Sung and Jenny Lee Cynthia Sung and Neil Clarke Kirk Sweeney and Nighty Rachchomphoo Ryan Taber and Rachel Davis-Taber Malissa Takacs Sodai and Yuka Tanaka Jimmy Tang and Doris Yang Sean Tashiro and Misuzu Minamigawa Orhan Taskin and Myra Eskes Eric and Amy Thompson Erik Torjesen and Karen McDowell Luan and Van Tran Minh Tran and Jaclyn Phan Zak and Heather Ungerman Jamey and Gillian Unruh Raju and Reema Uttamchandani Shireesh Vasupalli and Nidhi Arora Kamal and Swapna Verma Pardha Viswanadha and Rakhi Shankar Jun Wang and Diane Zhu Joe Yau and Sarah Wan-Yau Andrew and Margie Warrell Yong Wei and Alice Zhang Ben and Catherine Wheeler Ian and Fran Wilson Jonathan and Junko Wise Jun Won and Yoonhee Choi Aaron Wong and Zoe Kuek Wei Chi (‘02) and Lauren Wong Scott Woodward and Stacey Jensen San Xin and Jennie Yu Jaepil Yang and Sooyoung Kim Keyi Yang and Aiai Lu Zhigang Yang and Fang Huang Zhongguo Yang and Yang Chen Elmer and Shirley Yanga Tim Ye and Jennifer Yang Stephen Yeum and Heesung Kim Don Yi and Eunjoo Chang Dongwan Yoo and Jisun Park Jerald Yoo and Susie Jo Dae Seok Yoon and Young Joo Kim Yoon Yoon and Ji Yong Yoo Jaeyoul Youn and Jihyeung Choi Heng Yue and Leng Yan JJ Yun and Stella Shin Jee-mann Cho and YuRi Kim Changfeng and Ying Zhang Ming Zhang and Weiqing Pan Paul Zhang and Tracy Cui Wenxing Zhang and Heli Wang Chong Zhu and Ying Li Davis Zhu and Alice Liang Haifeng Zhu and Dan Su Steve Zielinski and Ziqi Chan-Zielinski

Organizations AmazonSmile Foundation Capital Group Co Charitable Foundation Dell YourCause, LLC Emerson Charitable Trust

Hoe Brothers Catering Marina Bay Sands Moody’s Analytics Singapore Pte Ltd Motorola Solutions Foundation

SAS Elementary Creativity Center SAS Korean Community SAS Parent Teacher Association Schroder Investment Management (Singapore) Ltd

The Singapore American School Limited is a corporation limited by guarantee and established pursuant to the Singapore Companies Act and the Charity Council. It is the legal entity under which the Singapore American School operates. Lawyers: Dentons Rodyk & Davidson LLP Auditors: Deloitte & Touche LLP Banking Relationships: DBS Bank; Standard Chartered Investment advisors: Mercer Investment Solutions The School is committed to maintain and operate as a going concern the coeducational institution established under Article IX of the Constitution of The American Association of Singapore and generally known as The Singapore American School situated in the Republic of Singapore, and doing all such other things as are incidental or conducive to the attainment of the above object. In accordance with Board policy, any annual surplus or deficit realized in the Schoolâ&#x20AC;&#x2122;s consolidated accounts accrues to the School alone. It is the responsibility of the Board to direct the management of such surplus or deficit in a fiscally prudent manner that serves the best interests of the School, both short and long term. Reserves Policy The School maintains operating reserves to cover a minimum of six months of operating expenses, as well as facilities reserves to fund the renewal of buildings and other infrastructure projects that are in the best interests of the School, consistent with the aims and objectives established by the Board. Audit We will make available the audited accounts of the Singapore American School Ltd to interested members upon request to sasinfo@sas.edu.sg.

SAS Foundation Lawyers: Dentons Rodyk & Davidson LLP Auditors: Deloitte & Touche LLP Bank: DBS Reserves Policy SAS Foundation (Singapore) will maintain 25% of annual revenue as reserves, subject to an overall cumulative cap of S$120,000. Reserves will only be invested in cash, in fixed deposits, and high-liquidity investments. Conflicts of Interest Policy Directors of SAS Foundation (Singapore) will submit their conflict of interest disclosure statement upon assuming office and at least annually; either by affirmative disclosure in which directors state that they do not know of any potential or actual conflict of interest, or by full disclosure of their outside interests. To see the policy in its entirety, please visit http://bit.ly/sasconflictofinterest Executive management The SAS Foundation Ltd has no paid employees. Audit We will make available the audited accounts of the SAS Foundation Ltd to interested parties upon request to sasfoundation@sas.edu.sg.

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