Singapore American School Annual Report 2009-10

The vital few represent the daily priorities of the Singapore American School.

The Singapore American School inspires a passion for learning, encourages emotional and intellectual vitality, and empowers students with the confidence and courage to contribute to the global community and to achieve their dreams.

• Academic rigor • Professional excellence • Extraordinary care for the welfare of each child

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

Mission

Vision

Vital Few

1Singapore American School Annual Report 2009-10

2009-10 Singapore American School Board of Governors, l to r: Devin Kimble, 2009-10 Chairman Bart Broadman, Ravi Agarwal, Catherine Poyen Zemans, Bon Park, Rudolph Muller, Sheila Wang, Joe Anderson, Margrit Benton, Shailesh Bettadapur, Maria Warner Wong and Kirk Hulse

It is my pleasure to share with the SAS community information about the Board of Governors’ duties and progress during the 2009-10 school year. The SAS

Board is a policy and governance board. Our primary responsibilities include affirming that Board policies promote the mission and vision, conducting long range strategic planning, ensuring the financial health of the school, and annually evaluating the performance of the Superintendent. The day to day management of the school is the responsibility of the Superintendent.

The Board understands the importance of representing the parent community and ensuring that the school’s mission is achieved. In support of the mission, we have engaged in substantial policy review and worked with the school’s leadership team to ensure progress on strategic objectives. This work was accomplished primarily through the Board’s operating committees, which are Advancement, Curriculum, Facilities, Finance and Trust. The Board is committed to continuous improvement. I would highlight but a few areas where we made good progress during the year. In curriculum, we initiated a strategic review of the Chinese program. This review, in concert with the hiring of a new Director of Chinese Language for 2010-11, is specifically focused on taking steps that will improve the quality of the Chinese learning experience at SAS.

In finance, the Investment Advisory Committee (IAC) was created to assist the Board in meeting its fiduciary responsibilities of managing the school’s financial assets (working capital, operating reserves, facility reserves and endowment). The Board solicited members of the parent community with extensive investment management expertise to engage in the work of the IAC. These parents have been invaluable

in helping the Finance Committee review the manner in which the financial portfolio is managed and in developing a revised investment policy and strategic asset allocation that will improve our ability to grow these assets.

In advancement, the Board was dedicated to better understanding how to develop additional sources of revenue through donations and the creation of a long-term endowment, thus enabling SAS to enhance educational programs while reducing the burden on tuition and fees. The Board is conscious of the tuition and fee increases that have recently occurred. Its work in the area of advancement, as well as the creation of the Investment Advisory Committee, are designed to provide the school

with additional sources of revenue that can be used to mitigate the impact of cost increases and enhance the educational programs offered. We are all honored to serve on the Board and are committed to ensuring that the Board fulfills its responsibilities to uphold the SAS mission so that each child receives an exemplary American education with an international perspective. We are dedicated to providing the children who follow in their footsteps with the same outstanding opportunities that students enjoy today. We truly want to help all children to achieve their dreams. Thank you for the trust you place in each of us.

Rudy Muller Chairman, SAS Board of Governors, 2010-11

Achieving Dreams

Letter from the Chairman

2 Singapore American School Annual Report 2009-10

The challenge in a school’s annual report is to concisely yet comprehensively provide the reader with information about its success in delivering

on a vision that is far more than a platitude hanging on a classroom wall. How do we measure inspiring a passion for learning? How do we know whether we’re successfully encouraging a balance between emotional vitality (matters of the heart) and intellectual vitality (matters of the head)? How do we evaluate if we’re empowering students to make contributions to local, regional and world communities? How do we know if students have been successful in achieving their dreams?

The purpose of the SAS Annual Report is to provide information that answers these questions. This report will also help you better understand the measurement tools that the school has in place to assess progress.

This report focuses on the Vital Few: academic rigor, as measured by external assessments and college admissions for the Class of 2010, extraordinary care for the welfare of each child, which highlights our commitment to providing a comprehensive range of experiences for students, and commitment to professional excellence, as evidenced by so many of the performance indicators contained in these pages. The report provides an overview of student demographics, an update as to the school’s financial health, and an overview of the 2009-10 school climate

survey results and their implications, which highlight the parent/school partnerships that are so important to building a vibrant SAS community.

Students beginning their SAS experience at the Primary or Intermediate Divisions are immediately invited into classroom communities that emphasize developmentally appropriate experiences. Learning is facilitated by professionals who embrace research-proven best practices to provide students with experiences that develop their full potential in English/reading/language arts, mathematics, science and social studies. The core academic program is enriched by art, Chinese, health, library, music, physical education and technology.

The Middle School experience is designed to address the academic, emotional, physical and social needs of adolescents. At each grade level, the larger school is transformed into small learning communities through the deliberate design of grade-level sides. The core academic program in language arts, mathematics, science and social studies is complimented by exploratory and elective offerings that provide students with opportunities to determine where they have further interests and talents. The Middle School successfully prepares students to smoothly transition into a high school college preparatory experience.

The High School curriculum and program provide a range and depth of experiences that enable students to explore their passions and prepare to successfully transition to a wide variety of post-secondary options. At the High School the widest range of choices becomes available to students. In consultation with parents and dedicated counselors, students design programs of study that enable them to build on strengths, further explore and develop their interests, and be challenged and stretched in an environment in which extraordinary care for the welfare of each student

continues to flourish.

At the core of an American education is an emphasis on liberal arts. This model provides students with opportunities to be in learning environments that value the development of the whole child and thus place priority on a balance between core academic programs and a broad range of experiences that includes visual and performing arts, global languages, health and physical education.

SAS has students of high academic ability who work hard, excel in the arts, athletics, dance, drama and music, and commit thousands of hours to the service of others. We are fortunate to have a parent community that is dedicated to the success of its children and the school. We have a caring and committed faculty, support staff and administration who are daily engaged in promoting the learning, growth and development of the students for whom they have professional responsibility.

This report is dedicated to each of you who has contributed to the countless successes of 2009-10. We hope that you will read these pages with pride, knowing that your individual and collective efforts have contributed to the achievements represented in it.

Although there is professional pride in the accomplishments represented in the 2009-10 Annual Report, there is also an abiding commitment to identify ways in which we can be better in 2010-11 and beyond. This commitment to continuous improvement is one of the trademarks of SAS. During its 54-year history the school has always looked for ways to further improve. Such is the case as we turn our attention to 2010-11.

Brent Mutsch, Ed.D. Superintendent Singapore American School

Letter from the Superintendent


Letter from the Superintendent


Student Demographics

Primary School Intermediate School Middle School High SchoolPreschool Pre-Kindergarten KindergartenGrade 1Grade 2Total

6496

219266284929

Grade 3Grade 4Grade 5Total

287284287858

307308307922

Grade 9 Grade 10Grade 11Grade 12Total

303 278 282 272

1,135

Grade 6Grade 7Grade 8Total

Number of Students by Country and Grade Level

Total SAS student enrollment : 3,844


SAS is committed to supporting the academic, social, emotional and physical development of all students in a caring learning environment. While this report presents some of the standard ways that performance is recognized, those indicators do not capture the qualitative areas of student development that are frequently stronger predictors of success in school and in life. The appropriate forum for specific and individual qualitative information occurs in ongoing formal and informal communication among students, parents, faculty and administrators.

Mark Boyer Assistant Superintendent for Learning Singapore American School

Student Learning

A Focus on Learning


The Iowa Test of Basic Skills is a standardized achievement test that is administered in schools across the United States and abroad. SAS administered the ITBS to all students in grades 3 through 8 during the third quarter. The National School Norm compares the average score at SAS with the average score of all schools who administered the ITBS. The National Student Norm compares the average score at

SAS with all students who took the test. The High SES Student Norm compares the average score at SAS with students who have similar socio-economic standing. The Private School Student Norm compares the average score at SAS with students who took the tests in private schools. The demographics of SAS are most closely aligned with the High SES Student Norm, therefore it is the best comparison.

Grade 3 Grade 4 Grade 5

National SCHOOL

Norm

National STUDENT

Norm

High SES STUDENT

Norm

Private School

STUDENT Norm

National SCHOOL

Norm

National STUDENT

Norm

High SES STUDENT

Norm

Private School

STUDENT Norm

National SCHOOL

Norm

National STUDENT

Norm

High SES STUDENT

Norm

Private School

STUDENT Norm

Reading Total 89 73 65 58 95 79 72 66 97 82 75 70 Language Total 94 77 71 65 99 82 78 71 99 83 79 73 Math Total 97 83 76 78 99 86 81 81 99 89 84 82

Grade 6 Grade 7 Grade 8

National SCHOOL

Norm

National STUDENT

Norm

High SES STUDENT

Norm

Private School

STUDENT Norm

National SCHOOL

Norm

National STUDENT

Norm

High SES STUDENT

Norm

Private School

STUDENT Norm

National SCHOOL

Norm

National STUDENT

Norm

High SES STUDENT

Norm

Private School

STUDENT Norm

Reading Total 95 78 72 66 96 81 77 69 94 81 77 68Language Total 99 82 79 72 99 82 80 72 98 81 78 69Math Total 99 84 79 80 99 84 80 80 99 86 81 80

Advanced Placement (AP) exams are standardized criterion-referenced summative assessments for high school students. AP scores range from 1 to 5. A student earns a pass for a score of 3 or higher. SAS continues to offer more AP courses and to

have more students taking AP exams than any other international school in the world. SAS AP exam results also continue to be among the highest in the world.

Iowa Test of Basic Skills (ITBS)

Advanced Placement

SAS Advanced Placement Results 2010

Number of AP exams

offered

Number of exams

administered

Number of students taking

exams

Exams with a 3 Exams with a 4 Exams with a 5% of exams

scoring 3 or above% of exams

scoring 4 or 5# % # % # %

30 1332 571 263 20% 406 31% 576 43% 94% 74%

Standardized Test Results 2009-10

Student Learning


Matriculations for the Top 20% of the Class of 2010

American University American University of Paris Boston University (2) Brigham Young University Carleton CollegeCarnegie Mellon University (2) Colgate University Columbia University (2)Cornell University (2) Dartmouth College Duke University (3) Georgetown University

Matriculation Results Class of 2010

Johns Hopkins UniversityKorea Advanced Institute of Science & TechnologyMassachusetts Institute of Technology New Jersey Institute of Technology New York University (2)Northeastern UniversityNorthwestern University (2)Schreyer Honors College, Penn State UniversityStanford University (3) University of California–Berkeley (2)University of Chicago University of Edinburgh (UK)

University of Notre Dame (2)University of OregonUniversity of Oxford (UK)University of Pennsylvania (2)University of Southern California (2) University of Texas – AustinUniversity of Virginia (4) University of Wisconsin Waseda University (Japan) Yale University (2)

73.6%

15.9%

7.9%

2.2%

0.4%

204 U.S. 4-year college

44 Non U.S. college

22 Singapore National Service

6 U.S. 2-year college

1 Others

Destinations

Student Learning


School-wide Parent SurveyOf the 850 parents who responded to the school-wide survey, 22% had children in the Primary School, 22% had children in the Intermediate School, 25% had children in the Middle School, and 31% had children in the High School. The overall response from the parent community for the education offered at SAS reflected strong support.

Student Learning

89% of parents believe that SAS fulfills its strategic focus in nine areas

� Mission � Vision � Students work independently and collaboratively � Students are encouraged to think critically

and creatively � Students are encouraged to be

effective communicators � Students are encouraged to be engaged and

responsible citizens � Faculty and staff demonstrate

professional excellence � Educational programs encourage academic rigor � Faculty and staff encourage core values

Parents believe that SAS delivers a quality academic program

� 95% believe teachers use a variety of teaching strategies and learning activities to help students learn

� 71% believe the types and amount of homework are meaningful and appropriate

97% believe that SAS effectively communicates at division and school-wide levels

89% believe that home-school connections are positive in seven areas

� Staff provides a welcoming and inviting environment for families

� Parent organizations—PTA, Boosters, Arts Council, Community Library—provide a welcoming and inviting environment for families

� Opportunities exist for parent involvement at SAS � There is a feeling of partnership between home

and school � Parents understand their role as partners in their

children’s education � School rules are clearly communicated to parents � Overall there is a positive school climate among

parents/students/staff The survey posed three open-ended questions. The top five comments and number of responses in each category for each question are below.

� Reasons for choosing SAS: American education (200), reputation (80), facilities (66), academic rigor (31), environment (31)

� Areas for commendation: Teachers (136), environment (77), facilities (39), counselors (38), administration (33)

� Suggestions for improvement: Mandarin (81), academic rigor (66), accountability (47), extracurricular (37), school calendar (36)


Student Learning

SAS engages in a subject area renewal cycle that involves deep study, review, and refinement of curriculum to support current best practices,

student learning needs, and the acquisition of classroom resources that best support the curriculum. The reading and language arts (RLA)/English curriculum was significantly enhanced for all grade levels and courses across the four divisions. Specified student learning expectations within the focused areas of literacy study are a hallmark of this upgraded curriculum. Nearly one million dollars was spent in acquiring a diverse range of quality RLA/English materials for students in all grades. Other subject area curriculum upgrades occurred in business and technology, and visual and performing arts. The school’s enhanced curriculum can be viewed on the school’s website under the Office of Learning.

To create strong alignment in the school’s curriculum, SAS has adopted Understanding by Design (UbD) as its approach to classroom unit development, which further deepens critical and creative thinking, understanding, and inquiry within subject areas. Unit development is the way that teachers transfer the school curriculum to classroom practice as it relates to desired results, assessment, and learning plans. Excellent progress was made in unit development in science, physical education, health, RLA/English, and visual and performing arts. In 2009-10, SAS served as the regional center for UbD trainer support, and educators from 30 international schools participated.

Chinese language received attention in 2009-10, and a Director of Chinese Language was selected to provide further leadership to the program in the Fall of 2010. To advance quality teaching and learning within Chinese language, SAS established a partnership with the Singapore Centre for Chinese Language, which identifies research-based best practices and effective

Improvements in Areas of Focus

use of pedagogy by second language learners. Program recommendations, based on a comprehensive range of inputs and feedback, will be made for all of the modern languages in the first semester of 2010-11.

Because of the value that SAS places on service for others, a school-wide Service Learning Committee established standards that link service within the curriculum with service in the community and region. Pilot teachers, particularly in grades K-8, will develop or expand programs in 2010-11 to more completely embed service as an enriching curricular experience. There is already a robust set of service programs in the High School that is largely student-initiated and student-led.

As the result of adding a Director of Assessment in 2009-10, substantial progress was made in the area of quality classroom and school-wide assessment practices. A comprehensive plan has been developed and implemented to guide the school’s work in further aligning assessment with clearly developed student learning targets and best practice instructional strategies. SAS is developing a portfolio approach to

evaluating success in student learning by combining student learning data, demographic data, perceptual data, and program data to promote discussions and support informed decision-making. In 2009-10, SAS initiated an assessment think tank that attracted the interest of educators from 14 international schools. SAS will continue to serve as a catalyst in the region to promote a focus on best practices in assessment.


Advancement/Development

The SAS Foundation is a non-profit organization that enables the Singapore American School to further extend a long-standing commitment to

excellence in education. Through charitable support from parents, faculty, staff and alumni, the Singapore American School is able to enrich and extend the learning opportunities for students in ways that otherwise would not be possible. These experiences include an artist-in-residence program, visiting authors, intramural athletics in the Middle School and High School, and student leadership development. Additionally, funds from the SAS Foundation have been used to support faculty and

staff professional development, provide financial assistance for SAS families temporarily in need, and to further develop the endowment. The endowment was created in 2005 to provide for the long-term financial stability of the Singapore American School and to reduce the school’s dependence on tuition to fund program enhancements. The endowment increases annually through donations, the dedication of a portion of the facility fee in repayment of the King’s Road lease, and proceeds from investments. The short-term endowment goal is $50 million at which point the funds have the potential to be dedicated, in part, to contribute to SAS operations. The long-term endowment

goal of $350 million was established in accordance with best practices and will ensure the financial stability of the Singapore American School for decades into the future. In 2009-10, donations to the SAS Foundation were $294,000. Proceeds from the Guaranteed Placement Program added $495,000, the portion of the facility fee annually dedicated to the endowment was $2,054,000, and proceeds from investments were $115,000. These contributions brought the endowment total to $11.2 million.

SAS Foundation


Financial Aid for Students Financial aid supports SAS families who experience financial difficulties. A scholarship program that sponsors a student from a developing country in Southeast Asia has also been established. Additionally, support will be awarded to students who have been selected for teams, competitions or honors programs outside of Singapore but are unable to participate due to financial constraints. Academic Programs The SAS Foundation provides enhancements to student academic programs. It also provides educational programs and speakers for parents through the Community Library and Speaker Series.

Visual and Performing Arts SAS has made a strong commitment to the visual and performing arts programs. Additional funding underwrites the costs of bringing guest conductors, clinicians and artists to work with students, and providing school-wide cultural experiences.

Community Service Programs Financial support is available for student community service projects including challenge grants to augment student fund-raising by community service clubs. Funds are also available to support class-based service learning programs.

Athletic, Intramural and Extracurricular Programs Donations support enhancements to intramural programs by funding additional equipment and coaching staff. Funding is also used to support additional teams and to add activities when the need arises.

Special Projects Donations provide support, wholly or in part, for special projects such as adding to the library collection, supporting professional development for faculty members, or supporting student participation in a leadership conference.

Endowment Fund A portion of donations to the SAS Foundation will be directed to the endowment to support the long-term financial health of the school. Donors may request that their donations be directed to the endowment.

Funded by the SAS Foundation



2009-10 Donations to the SAS Foundation

Richard & Michelle ChenICAP AP (Singapore) Pte Ltd Khoo Teck Puat Foundation Lippo China Resources Ltd

Brent & Maggie MutschTandean Rustandy & Susan SujantoBilly Siu & Marianne Chua

JohnEric & Christina AdventoMark & Marianne BoyerBrian & Emiko CombesMarian GrahamDavid HossGeri JohnsonLands’ End Inc.Marc & Heidi L’HeureuxAllan & Vicki Mitchell

Rajkumar Narayanan & Jaya RajkumarDoug & Maureen NeihartWilliam & Rhonda NorrisHanatha & Louise PerdanaJames & Heidi RyanKathlyn SaichKen SchunkDale Smith & Tracy Meyer

Nick & Jennifer SparrowPaula St. JamesSheila SungRon Starker & Kate Bucknall Ann TanPaul Welsh & Lauren MehrbachAnthony & Rachel Wong

Orchid Circle S$1,000-S$4,999

Traveler’s Palm Circle S$100-S$999

Eagle Circle S$20,000 and above

Tiger Circle S$10,000-S$19,999

Gecko Circle S$5,000-S$9,999

Beecher & Robin AbelesJoe & Mae Anderson Bart & Valerie BroadmanJerome Cohen & Leonie Cohen-WillemsenMichael & Kendall Connors Craig Irvine & Donna Meyer Joosang Kim & Junga Lee

KMP Private LtdLim Meng Keng Department Store Iwan Sardjono & Ingrid Prasatya SAS PTA Steven & Asa TuckerPhillip & Sandra WidjajaRaymond & Kaori Zage David Zemans & Catherine Poyen

Ravi & Sunanda AgarwalNasser Ahmad & Romita ShettyBill & Jamie AmelioLars & Nene AmstrupPeng Huat & Swat Ang Jonathan & Jessika Auerbach Sam & Dorothy BakerRichard & Ashley BarryMasoud & Maria BassiriShailesh & Jacquelyn Bettadapur Capital International, Inc. (Matching Gift)Wing Kwong Chan & Vivian LiuDong Woo Chang & Ah Jung LeeYi-Jen Chen & Min Yuan YehAlrick CheungJenny ChiamJungkiu Choi & Hyesook Cho Kwang Hyuk Choi & Yun Kyung ParkDickon Corrado & Ito Toshima Kenneth & Lauri CoulterOral & Vida Dawe

Steven Diamond & Sarah Jeffries Kenneth FaganEdward & Rachel FarrellFujiwara Advisory Singapore PLEd & Nao GilbreathJim & Beth GribbonBryan & Christine HenningKirk & Janice HulseEmad & Jasmine KhalilChris & Elyse KhangDevin Kimble & Amy SittlerLian Jie & Nina LiYoung Rim & Jin LeeShahryar Mahbub & Shazia KhawajaMarina Bay Sands Pte LtdMeher & Khush MehtaSanjay & Anjna MotwaniRudy & Andrea MullerNaphtha Information Services PL David NorcottDeepa PasumartyAdrian & Susan Peh

Devin & Dianna PrattCameron Poetzscher & Varsha RaoNamuh & Younsoo RheeKim & Birgitte RosenkildeWilliam & Martha Scarborough SCDA Architects Pte LtdGarth & Roxana SheldonJong Seok Shin & So Hyun Park Keum Shik-Jimmy Shin & Seung Hee Lim Brent & Sandra SmithIn Jun Song & Joo Hyun Lee Lawrence & Jane Sperling Christopher Tan & Chantal Wong Sadewa Tanudisastro & Sri Affandi United Parcel ServicesHarrison & Sheila WangEllen Wisner WhiteJun Won & Yoon Hee ChoiChiu Man Wong & Maria Warner Wong


Fanny BarkiCrocs Asia Pte LtdMichael & Shelly DeeDell Global B.V. Singapore Michael & Eva DeNomaGETCO Asia Pte LtdRagnar & Joey HornWilliam & Lois LydensY.S. & Suzie NamMark Nelson & Margrit Benton

Janie OoiEdan & Bon ParkRichard & Jacqueline Seow Helman Sitohang & Maria PraptantiGerry & Michelle SmithThe Amelio FoundationSoejono & Fae VarinataEe Lim & Sofina Wee Xu Quan & Xue Qiong Yao


Revenues by Source

Finances

Expenses by Major Classification

Financial results for the 2009-10 school year compare favorably to the Board-approved budget. This outcome reflected a conservative

budget established during a time of economic uncertainty and an unexpectedly strong demand for enrollment, an improving investment climate, and a focus on expense management. Average enrollment and new student admissions were higher than anticipated. The resulting additional fees and positive returns on the school’s investments resulted in a significant improvement over the previous year’s results. Total enrollment-related revenue comprised

96% of income (versus 94% in 2008-09), with gift and miscellaneous income making up the remaining 4% (compared with 5% in 2008-09).

Salaries and Benefits is the single largest category of expenses, representing 68% of total costs, which is consistent with the previous year. Expenditures for all categories including technology, instructional resources and campus operations were also consistent with 2008-09 as a proportion of the budget. Please see the chart below for specific information. The net surplus for the year will be added to the school’s

operating and facility reserves. These funds provide a backstop in the event of an unexpected decline in enrollment and for maintenance and renewal of the campus. Singapore American School named KPMG as the audit firm for 2009-10. The audited financial statements will be presented and discussed at the Annual General Meeting on October 26, 2010. William Scarborough Director of Finance Singapore American School

Financial Results

75% Tuition Fees

12% Registration Fees

4%

Annual Facility Fees9%

Other

75%

9%

12%4%

s68% Salaries & Benefit

15% Campus Operations

4%

Instructional Resources6%

Technology

4% Administration

3% Planned Reserves

68%

3%6%

4% 4%

15%


Primary School (PS) students—including students of the Early Childhood Center—enjoyed another fantastic year of learning. Enriching and exciting

classroom environments were characterized by teachers skilled in presenting the curriculum in meaningful and dynamic ways. A key component to the year’s success centered on the teachers’ work in professional learning communities. They continued to focus on consistency of practices in structuring the learning within grade levels and in specialized classroom settings to ensure that students receive a high quality and well-planned curricular program.

The Primary School strengthened its practices in literacy through a variety of initiatives. These included the two-year training program by literacy expert Regie Routman, which all PS staff completed, developing units

of instruction in reading and writing using the Understanding by Design format, the introduction of the Words Their Way spelling program, and the continual review of reading and writing assessment data. These initiatives assisted teachers in being firmly grounded in using best practices for teaching reading and writing. Our students demonstrated an excitement for both reading and writing that affirms the work we are doing in this area. We continued to educate parents about our Everyday Mathematics program by holding parent nights for each grade level. We also shared the new guidelines for ensuring students have a strong foundation in basic facts and implemented comprehensive assessments focused on the acquisition of the basic facts. There is great support for how this program challenges students to think creatively and how it provides ongoing challenges for all levels of learners.

In science we introduced a highly effective hands-on approach to learning through Full Option Science System (FOSS) kits. Students experienced science concepts through observation, direct interaction with live animals and plants, and active classroom discussions. Teachers and parents commented on their children’s excitement with the learning that occurred. Through the continued support of the PS science lab, science remains a favorite curricular area for students. In technology we looked for ways to incorporate technology into the K-2 classrooms. The computer teachers introduced Computers on Wheels (COWS), small laptop computers that move easily into the classroom to facilitate an in-classroom technology infused learning experience. We moved technology away from a lab experience so that it is more directly connected to the classroom and curriculum. Many of the teachers embraced this approach and will continue

Primary School Division


to directly link the acquisition of technology skills with student learning. The Primary School creates an exciting and engaging atmosphere for the youngest SAS students to become motivated to enjoy learning. From the Early Childhood Center, where intentional play becomes the foundation for developing sustained learning throughout an educational career, to the halls of kindergarten, grade 1 and grade 2, where children are continually engaged in dynamic and relevant curricular activities, the Primary School remains the key to developing a foundation for lifelong love of learning.

David Hoss Principal, Primary School Division, 2009-10

Primary School Division


Intermediate School Division

Many new and wonderful things happened both with and for students as a result of the strength and focus of the Intermediate School (IS)

faculty and staff this year. One of our most significant accomplishments was the successful implementation of the science lab and the Full Option Science System (FOSS) program, which provided students with an inquiry-based approach to learning and hands-on learning experiences. We are also particularly pleased with the development of an explicit and clearly articulated curriculum in reading and language arts, music and art. The curriculum will not only guide teachers in their planning, but will contribute to an increased level of consistency and continuity in the learning across classrooms and grade levels. In addition to revising the curriculum, our literacy coach and teams of reading and language arts teachers spent a significant amount of time developing units of study for writing and reading. These units of study will be implemented next year in all classrooms and will support explicit learning targets.

Another highlight was the further extension of ongoing learning opportunities for teachers and parents. Teachers participated in weekly professional learning community discussions on assessment, literacy, mathematics, science and technology, and were able to transfer their learning directly into classroom practice. For our parent community, our counselors hosted several Parenting with Love and Logic workshops. These workshops were aimed at assisting parents in using non-confrontational parenting techniques. In consultation with the Community Library, the Intermediate School also helped to establish the Resource Learning Parent Discussion Group. The purpose of this group was to educate, inform and support parents as well as to foster a sense of community for parents whose children benefitted from learning support to enhance the quality of their experience at SAS.

We are pleased with our ongoing opportunities to engage students in service to others. This year, 56 students traveled to the Riau Islands to participate in the grade five Telunas trip. The students spent months creating math materials to teach students on the island. This activity is but one of many examples of IS students reaching out to contribute to the global community.

Throughout the year, the Intermediate School embraced

the quote by Harrison Owen, “When the spirit of people is strong, focused and vibrant, wonderful things happen.” We hope you join us in celebrating the many wonderful things that happened in support of the learning, growth and development of Intermediate School students this year. Marian Graham Principal, Intermediate School Division, 2009-10


Intermediate School Division


The Middle School (MS) implemented a number of continuous improvement initiatives while engaging students in a variety of learning

experiences that ensured their academic, social and emotional development. The year began with a new student handbook that clearly stated who we are as a school community and the expectations we have for supporting student learning. The school’s core values (compassion, fairness, honesty, respect and responsibility) are the foundation for the expectations outlined in the handbook. The handbook was developed with input from teachers, parents and students and was written directly to its intended audience—students. It states expectations in a positive tone and serves as a learning tool in our

work with students. It provides students with information and guidance on a variety of issues, including how to organize for success, and suggestions for making home-learning both manageable and valuable. A number of aspects of our revised literacy program were implemented with plans to take further steps in improving the reading and language arts (RLA) learning experience in 2010-11. The improvements include:

� Implementation of a redesigned curriculum that offers clear and sequenced learning targets for the overall RLA program, including grammar skills, that are specific to each grade level

� A reduced RLA teacher-to-student ratio in grades 7 and 8, enabling teachers to better know their students as readers and writers for the express

purpose of improving their literacy knowledge, skills and understanding

� Additional RLA time for grades 7 and 8 students

� The development of classroom libraries and grade-level bookrooms that will provide students with easy access to high interest books with a variety of reading levels and genres

The collaboration between parents and teachers in support of student learning was improved by inviting all MS parents to actively participate in arena-style parent-teacher conferences. This format enabled parents to engage in one-on-one conversations with their children’s teachers. The process gave both parents and teachers shared perspectives regarding each child’s strengths and areas for further development.

Middle School Division


Middle School Division

Seventy-five percent of the parents participated in the conferences, and each completed an exit survey. Their feedback was extremely positive. Teachers also expressed their appreciation for the opportunity to learn more about each child as a learner. The Classroom Without Walls (CWW) program was improved in 2009-10. For grade 6 students, an entirely new program was implemented with a field experience in Sedili Besar, Malaysia. The program had a high adult-to-student ratio and served to support students as they developed independence and learned about their natural environment. Although the destinations for grades 7 and 8 trips remained the same, improvements included redesigning the activities to increase student engagement and participation. To support the High School’s implementation of a one-

to-one laptop program in the upcoming year, the grade 8 core teachers piloted the use of computer tablets. Professional development ensured the teachers’ success with an instructional software program that allowed students to save lessons and teachers to assess the class during the lesson cycle.

In addition to these initiatives, the Middle School successfully implemented grade-level counselor-administrator teams to support each side of approximately 100 students. This initiative was implemented as another strategy for enabling a large school to operate as a small and intimate environment, thus ensuring that each student has the support of faculty, counselors and administrators. Devin PrattPrincipal, Middle School Division, 2009-10


High School Division

Success in many high schools is measured in a traditional sense by AP scores, SAT scores and acceptances into high profile colleges and

universities. If this is your measure of success, then SAS has had another extremely successful year. In the world of Advanced Placement, SAS has shown consistent growth and improvement. It has the largest international AP program in the world with students writing over 1,300 exams. The results are outstanding with 94% scoring 3s, 4s and 5s. SAT scores were also strong. In 2009-10 nine students obtained perfect scores in critical reading, nine students in critical writing and 18 students in mathematics. In addition, 2010 graduates were accepted at a number of high profile schools including Columbia, Cornell, Dartmouth, Stanford, Yale, McGill, MIT, Oxford and University of

Pennsylvania. SAS is extremely proud of its students and their accomplishments. Few high schools in the world have these types of results or place so many students in high profile universities. While proud of everything mentioned, let’s look more closely at what defines success at SAS. The vision of the Singapore American School is to inspire a passion for learning, encourage emotional and intellectual vitality, and empower students with the confidence and courage to contribute to the global community and to achieve their dreams. To satisfy this vision, the school’s real goal is to put every student in a position where she or he not only earns a solid grade point average but actually identifies his or her strengths and passions, develops as a student and a person, and is able to successfully pursue his or her dreams. Each student’s

strength is different, and SAS’s success is measured by its ability to help individuals expand on their strengths and find the right post secondary placement. High profile universities are perfect for some students but not for everyone. SAS is also very proud of those high school students who have consistently demonstrated a willingness to reach out to the less fortunate. The commitment to service by the students and faculty is truly impressive. In 2009-10, students volunteered more than 28,000 hours in support of the less fortunate. SAS has a culture of giving and caring that is consistent with its vision. David Norcott Principal, High School Division, 2009-10


High School Division


Parent Organizations

The PTA plays a vital role in helping new families settle comfortably into the school community. In addition, the PTA engages in ongoing community building, reinforcing the partnership between home and school, and holds

fund-raising activities that benefit the school. PTA activities include the annual Food Fest, Book Fair, County Fair and Gala Dinner. The funds raised through PTA events—over $350,000 last year—support community service clubs, purchase equipment and materials for classrooms and labs, sponsor visiting authors, artists and musicians, and much more.

Parent Teacher Association High School Booster Club

The Booster Club supports high school academics, clubs, Interim Semester, student council, sports, and the visual and performing arts through volunteer and limited fund-raising activities. The Booster Club is especially focused on

promoting school spirit and a sense of community and identity that accompanies being a part of the High School. The Booster Club operates a booth that sells uniforms and specialty gift items.


Parent Organizations

Arts Council

The Arts Council celebrates and nurtures the innate creative gifts of students at SAS. It enhances the aesthetics of the campus by maintaining and displaying student art and creating inviting niches for students and parents

to gather. Arts Council activities include supporting drama, music and cultural programs on and off campus, and annually coordinating and conducting That Dance Thing for middle school students.

Community Library/Speaker Series

The Community Library/Speaker Series program, sponsored by the SAS Foundation, offers parents access to pertinent information and discussion groups on topics of interest relating to family life. As a parent-helping-parent

organization, it provides support for various groups with unifying interests. It also hosts an evening speaker series where experts address an array of topics including parenting, health care, financial planning for college, and learning styles. The Community Library promotes the SAS vision of inspiring a passion for learning for the entire community by providing parents with learning opportunities throughout the year.

• Exemplary character with the ability to work independently and collaboratively • Critical and creative thinkers • Engaged and responsible citizens • Effective communicators

Singapore American School educates students to demonstrate the following desired student learning outcomes:

Desired Student Learning Outcomes

Core Values

The core values of the Singapore American School are compassion, fairness, honesty, respect and responsibility.

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Singapore American School Annual Report 2009-10

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