SINGAPORE AMERICAN SCHOOL WASC School Improvement Self-Study Book One: SAS Main Report 2007-2008 Submitted to the Western Association of Schools and Colleges (WASC) April 7-10, 2008 SINGAPORE AMERICAN SCHOOL FOCUS ON LEARNING Vision 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. The “Vital Few” Academic Rigor Professional Excellence Extraordinary Care for the Welfare of Each Child The “Vital Few” are the three operational imperatives that guide the Singapore American School’s efforts and resources in achieving excellence as a world class leader in education. Desired Student Learning Outcomes Exemplary Character with Ability to Work Independently and Collaboratively Critical and Creative Thinkers Engaged and Responsible Citizens Effective Communicators The Desired Student Learning Outcomes, along with the school’s adopted curriculum, provide direction and substance for the school’s academic program. Core Values Compassion Honesty Fairness Responsibility Respect The Institute of Global Ethics has identified these five values as recognized core values of cultures throughout the world. These values are the basis for the Singapore American School’s approach to Character Education and serve as the foundation for all relationships among students, staff, faculty, administrators, and parents. Mission The Singapore American School is committed to providing each student an exemplary American educational experience with an international perspective. ͹ǦͳͲǡʹͲͲͺ Dr.BillGerritz,CoͲChair HeadofSchool InternationalSchoolofBangkok Thailand Dr.JohnSugiyama,CoͲChair SuperintendentͲRetired California,U.S.A. Mr.MichaelBoots ActivitiesDirector JakartaInternationalSchool Indonesia Dr.NatalieBroderick DirectorofStudentServices HongKongInternationalSchool P.R.ofChina Ms.TreenaCasey CurriculumCoordinator ShekouInternationalSchool P.R.ofChina Mrs.PipCurtis CuriculumConsultant ShanghaiAmericanSchool P.R.ofChina Ms.ChristinaDevitt HighSchoolComputerScience/IT TheAmericanSchoolinJapan Japan Mr.RickRabon AssociatePrincipal TaipeiAmericanSchool Taiwan TwoadditionalVisitingTeammemberstobeannounced Book One: SAS Main Report of WASC Self-Study Title Page Preface ................................................................................................................... i Chapter I: School and Community Profile ............................................................ 1 Chapter II: Clarify the School’s Purpose and the Expected School-wide Learning Results .........…………………........ 5 Chapter III: Progress Report .................................................................................. 9 Chapter IVA: Organization for Student Learning ................................................. 41 Chapter IVB: Curriculum and Instruction……………………………………..... 45 Chapter IVC: Student Personal and Academic Growth………………………….. 55 Chapter IVD: Resource Management…………………………………………..... 63 Chapter V: School-wide Action Plan…………………………………………….. 65 Preface Background on the SaS Self-Study Process: Because of the value that the Singapore American School places on “all voices being heard,” there has been ongoing involvement of parents, students, faculty, classified staff, administrators and school board members throughout the WASC Self-Study process. The message that has been consistently delivered to all groups is that SAS values this opportunity as a way to celebrate significant strengths and successes and to honestly and openly look for areas of growth and school improvement. The school community has responded to this message conscientiously and with much integrity. In short, the Singapore American School strives to be a world leader in education, and understands that a highly reflective process involving all stakeholders is essential to effective collaboration and continuous improvement. The 14-member Administrative Leadership Team has developed the school-wide processes and provided oversight for the self-study within departments and divisions (i.e., Primary Division, Intermediate Division, Middle School Division, High School Division). To provide further coherence, each division has utilized a focus group of combined stakeholders to review, guide and synthesize findings. In addition to the horizontal coherence offered through the division level focus groups, vertical level focus groups have looked at school-wide articulation strengths and areas for growth. In the spring of 2007, SAS sent surveys to all parents, faculty, middle school students and high school students that addressed the main criteria questions within the WASC Self-Study process and also included a few additional areas valued by SAS. These survey responses provided initial school-wide input to the teams (i.e., parents, students, faculty, classified staff and administrators) assigned to the various chapters of the report. Based on review of the WASC criteria questions and additional SAS questions, assembled teams of parents, students, faculty, classified staff and administrators identified appropriate types of evidence for critical review. Upon completion of the data analysis of the evidence, teams identified areas of strength and areas for growth. Chapter One (School Community Profile) and Chapter Two (Clarify the School’s Purpose and Expected School-wide Learning Results) were drafted by the administration, and then reviewed by the school community for feedback and revision. Chapter Three (Progress Report) was drafted by the administration and a core group of teachers, and then reviewed by the school community for feedback and revision. Chapter IVA (Organization for Student Learning) was drafted by the administration with contributions from faculty, students, parents and classified staff, and then reviewed by the school community for feedback and revision. Chapter IVB (Curriculum and Instruction) and Chapter IVC (Support for Student Personal and Academic Growth) were major areas of focus by the entire faculty, as well as contributions made by students, parents, classified staff and administrators, and then reviewed by the school community for feedback and revision. Chapter IVD (Resource Management and Development) was developed by a group of administrators and faculty, and then reviewed by the school community for feedback and revision. As chapters of the report were revised after school community feedback, board members were provided with copies for their review, discussion and feedback on organizational implications and needs. Board member support for the process and the report was provided. In addition to the team assignments on chapters of the Self-Study, the Singapore American School implemented a significant visioning process to develop a school-wide vision, to enhance the articulation of the school’s mission and to re-examine the overall strategic focus of the school. This visioning process was a collaborative effort, involving 36 members of faculty, administration, classified staff, board, parents and high school students. The Singapore American School’s WASC Self-Study is organized into two books. Book One provides information and narratives on the school’s main report and overall findings. Book Two provides input on the various team findings that were used to establish the summaries of the main report in Book One. The identification of team evidence and data analysis for all the WASC criteria questions are “housed“ in the school’s online School Improvement folder. The culmination of findings and recommendations from all stakeholder groups in the self-study process was the identification of six criterial areas for follow-up and the development of a five-year Strategic Plan that continues to build on the school’s strengths and significantly addresses the school’s areas for growth. The five-year Strategic Plan is an important cornerstone of the Singapore American School’s improvement processes, since it seeks to establish a clear roll-out of multi-year expectations that balances school and division priorities. Although the Singapore American School has annually addressed the WASC Critical Areas for Follow-up for the past six years, the major organizational directions have been determined by annual school goals. The commitment to work with a five-year plan provides Self-Study for WASC 2007-2008 | a bolder opportunity to shape the future, while also establishing a means to appropriately pace the work of a high- performing school. Focus groups were provided the opportunity to review the five-year Strategic Plan, and to offer feedback. The administration then formulated an accountability system for effectively monitoring the accomplishment of the action plan. In conclusion, the Singapore American School self-study process has validated a multitude of strengths and revealed important areas for growth that are commonly recognized and openly embraced by the school community. This process has accomplished: 1. a purposeful and meaningful involvement and collaboration of stakeholders in the self-study 2. the clarification of the school’s purpose and the expected school-wide learning results 3. the assessment of the actual student program and its impact on student learning with respect to the criteria and the expected school-wide learning results 4. the development of a school-wide action plan that integrates subject area/programs and support plans to address identified growth needs 5. the development