Impact Report 2021–22

SAS FOUNDATION

IMPACT REPORT

EDITORIAL TEAM Sarizan Ahmad Mariana Alvarado Crickett Kasper Aisling O’Brien Nurfariha Ab Rashid

Thankyou

for making a gift to Singapore American School

You have made a difference!

SAS is grateful to our donor community which contributed more than S$2 4 million in gifts between July 1, 2021, and June 30, 2022

As you will read in this report, philanthropy funds day to day initiatives as well as big picture opportunities that support the school’s three strategic focus areas: Excellence Extraordinary Care Possibilities

Philanthropy is vitally important to SAS and allows us to strengthen our position as a world leader in international education. You and all of our donors are part of that strength

Join us in supporting the people, places, and programs that make SAS extraordinary!

To make your gift online, please go to www sas edu sg/MakeAGift

C O N T E N T

19.

Extraordinary Care

We Give

The Impact of Your Giving to Singapore American S

School

We would like to extend our gratitude to our donor community, which was instrumental in making the 2021 22 school year a great success for philanthropy at Singapore American School Our school was supported in this way by more than 1,400 families, including existing and former parents, teachers, and alumni Parent participation reached a record 28 percent, and 53 percent of our educators contributed to SAS through the annual giving program.

We invite you to read this report and celebrate the progress SAS is making through the power of your philanthropy It is also our hope that you will continue to support the school through your annual giving Together, our community continues to make a difference at SAS.

Families like yours have contributed greatly to the legacy of extraordinary care that we continue to provide.

Thankyou!

Tom bOASBERG superintendent g. raymond zage iii chair sas foundation (singapore)

crickett kasper chief advancement officer

rudolph muller president sas foundation (united states)

eXCELLENCE eVERY STUDENT LEARNS AT HIGH LEVELS

SCHOOLWIDE: CURRICULUM ASSESSMENT AND DATA SPECIALISTS

Our most recent Western Association of Schools and Colleges (WASC) accreditation demonstrated the need to be more explicit and targeted in how our learning aspirations are taught and assessed at SAS. To this end, and thanks to the generosity of the Lim family, the school retained three curriculum specialists The specialists allowed for more focus on strategic planning, as well as design and implementation work that had a direct impact on our students in terms of learning aspirations and competencies

Our SAS 2027 strategic plan explicitly called for us to implement our learning aspirations in the classroom. Our work last year sets us up for strategic implementation of competencies in the classroom, and we are excited that the work is moving from planning and preparation to accountable implementation.

schoolwide: Visitors-in-Residence

We are so grateful to our donors for their support of the visitors in residence program at SAS. It was an extraordinary year for teaching and learning at SAS on every level The impact of this program on our students remains significant In the history of SAS, it is hard to think of a moment when outlets for our students to express themselves creatively have been more important We are so grateful for your gifts, which allowed local artists to bring the visual arts, music, drama, words, and innovation to life for our students

Because of giving, the school's signature academic visitors in residence program offers experiences that challenge and inspire students and provides professional development opportunities for educators. The program brings internationally recognized authors, illustrators, musicians, playwrights, visual artists, and other professionals to the school to work side by side with students throughout the year.

As students explore the craft and work of professional artists, 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, renowned actors, artists, authors, dance and theater professionals, and storytellers helped students to develop relevant learning skills in relation to creativity and different modes of communication in every division of the school Here are some of the impacts of your giving We are truly grateful

Schoolwide

Kelly McGonigal

Kelly McGonigal is a Stanford University psychologist, and is a leader in the growing field of “science help ” Through books, articles, courses, and workshops, McGonigal works to help people understand and implement the latest scientific findings in psychology, neuroscience, and medicine McGonigal had over 400 attendees from the SAS community on a talk and chat via Zoom She shared some great tools to use for viewing stress in a positive way, backed up with valuable research information on how to deal with stress, the pandemic, and high levels of change She also gave attendees some valuable information on how movement has such a positive impact on the body as well as sharing lots of research that are cutting edge and new to the health psychology area of education. Her talk was extremely well received by the SAS community of students, parents, and educators who attended

Elementary School

José “Zeca” Lacerda

More than 1,700 students in grades K 5 learned about various Brazilian music genres and played samba de batucada with José “Zeca” Lacerda The students were exposed to a variety of musical styles, including bossa nova, choro, and samba. They learned about the history and origins of samba, as well as its unique sound and rhythm. The students then had the opportunity to play samba themselves and also had the opportunity to learn about the history and culture of Brazil through the music The experience was beneficial for the students, as they not only learned about a new culture but also had the chance to express themselves through music Lacerda is a percussionist and Professor of Music at the Universidade Federal de Mato Grosso (Brazil). As a performer and advocate of new music, Lacerda has worked with composers such as John L Adams, George Lewis, Steve Reich, and Elliott Sharp He performs and tours with the country’s premier ensembles, such as the Brazilian and the Petrobras symphony orchestras

Niall de Búrca

As part of our school's commitment to fostering a love of reading and storytelling, we invited Irish storyteller Niall De Búrca to speak with our entire elementary school (more than 1,800 students) during virtual sessions De Búrca is a master at captivating young audiences, and he did not disappoint. The students were enthralled by his stories, and they had many questions for him afterward It was a wonderful experience for them to be exposed to such a rich cultural tradition His stories spanned the globe with multicultural folktales and legends He offered sessions to each grade level separately during our Festival of Reading celebration of literature and we are sure our students will remember his talk for many years to come. De Búrca is one of Ireland’s finest traditional storytellers and has featured in theater, radio, and at many festivals including the CS Lewis Festival, Féile Earrai, and The National Children’s Book Festival

Middle School

Allan Wolf

Allan Wolf is an acclaimed poet and storyteller Along with his two other historical verse novels. Wolf met with 330 grade eight students during their novel in verse unit. He spoke to them about his work, how he became a writer, and what prompted him to write his most recent book Wolf shared both his research process and writing process with our students, specifically how he uses the author's craft moves to tell a story in verse He shared some wonderful insights on how an author can use formatting and space on a page to become a vital element of the story The students were engaged and interested in what he had to say. Afterward, they had the opportunity to ask him questions about his work, and he was able to provide them with valuable insights

Middle School and High School

Seng Henk Goh

Last year, dancer, actor, and performer Seng Henk Goh worked with dance students in our middle and high schools. Goh is a highly skilled and experienced dancer who was able to share his knowledge and expertise with the students Drawing on his years of experience in musical theater including on the West End as well as international tours, he led challenging workshops at Singapore American School over the course of one week Dance students at SAS benefited greatly from working with a West End musical theater performer. They were able to learn real repertoire from a person working in the industry The workshops were challenging for many of our students but pushed them in ways that we would not have been able to

High School

Joshua Ip

Joshua Ip, a local Singaporean poet, visited the Asian Literature courses to talk to its 55 students about the process of writing their own poetry, how poetry can be born from your own experience, and how poetry reflects the place in which it was written The students had read a collection of his poetry and were able to ask specific questions that not only probed the meaning of his poems but also aided in their poetry writing process This was a great opportunity for students to learn more about Singaporean literature and culture. Ip shared his insights on Singaporean society and his experience as a poet He also discussed the literary scene in Singapore and how it has changed over the years The students were very interested in his work and had many questions for him about his process and inspirations. It was a great opportunity for them to learn from a professional writer

Neil Humphreys

Neil Humphreys is an author and Singapore resident Brought up in Dagenham, London, England, Humphreys migrated to Singapore in 1996, left for Australia in 2006, and came back to Singapore in 2011 He has worked as a humor columnist for several publications in Singapore and he is the author of 13 books Humphreys visited SAS to give feedback to the advanced topic writing workshop and publication class twice, once during the creative nonfiction unit and once during the anthology unit On both occasions, he prepared individual feedback for the 38 students in the cohort by reading and commenting on their pieces ahead of time. In addition to the written feedback, he provided oral feedback to each of these students either in small workshop groups or individual conferences. Sometimes he met with students several times regarding the same draft. Post workshop, he was available to respond to students via email Beyond the duties we hired him to do, Humphreys wrote the introduction to our anthology, spoke at our book launch, and hosted two members of the class to do an interview on his radio show He was impressed with the students' ability to think critically and communicate effectively, and was able to provide constructive feedback that will help the students improve their writing skills.

Jennifer Anne Champion

Jennifer Anne Champion is a Singaporean writer, archivist, and educator of mixed heritage She is the author of two poetry collections and her current interests lie in the intersections of textile art and the written word Champion ran revision lessons during the advanced topic writing workshop and publication class’s poetry unit. The revision lessons were focused on improving the students' understanding and application of poetic techniques Through these revision sessions, the students were able to gain a better understanding of how to effectively use poetic devices to enhance their writing As a result of Champion's guidance, the students were able to improve the quality of their poetry and better prepare themselves for publication. She prepared individual feedback for nine members of the cohort and used their poems as models of the revision strategies she suggested for the other 29 members of the class. After her sessions, she responded to individual student questions and gave feedback by email

Cheryl Tan

Cheryl is a professional actress and vocal teacher She worked with the approximately 60 students who auditioned for last year ' s musical and also contributed by giving feedback during the process. This benefitted not on the students and teachers involved in the production, but the entire SAS community who came to see the show

Mary Tay

Mary finished the final draft of a play with direct student feedback from all theater students. It was presented as a staged reading and is being considered for future production for the high school community

Kamil Haque

Kamil Haque is the Founder and Artistic Director at Haque Center of Acting and Creativity Prior to founding his own professional acting studio, he taught acting in multiple institutions in Los Angeles and Singapore including The Lee Strasberg Theater and Film Institute, Los Angeles Haque has become a fixture of our academic visitors in residence program. He runs, teaches, and directs a local theater school and collective and is always involved in helping audition main stage productions and IASAS He also runs ensemble building workshops for both classes and productions Finally, Haque is often brought in for work in progress showings to give feedback on student work

Michael Edo Keane

Michael Edo Keane is a professional filmmaker, actor, writer, and director He worked with Sook Kuan Tang to develop a series of workshops and concepts for the evolution of an original play, which was transformed into a student devised piece. He also helped with auditions and work on IASAS and student workshops

Randy Baker

Randy Baker is an SAS graduate who is the artistic director of a theater company in Washington, DC He worked with students in theater classes on a play he has written about his time at SAS in the 1990s. With student feedback and revision, his play will be produced here in the 2022 23 school year

Tang Sook Kuan

Sook Kuan is a professional actress, choreographer, dancer, and teacher She worked with Michael Edo Keane to develop a series of workshops and concepts for a student devised piece

Kai Er Eng

Kai Er Eng is a professional Singaporean artist currently working and studying in Germany Her experimental video work and physical theater pieces are being used to work with students to help devise a piece of theater.

schoolwide: CLIMBING WALL

Over the past several years, indoor climbing has gained in popularity globally, and for the first time has been scheduled for inclusion in the next Olympic games. This popularity is also evident at SAS, where the number of students involved in climbing has significantly increased over the past decade

At SAS we are committed to nurturing the talents of our climbing athletes and to facilitating their development under our strategic anchors of excellence, possibilities, and extraordinary care We recognize climbing is a lifelong passion and an activity that directly supports our learning aspirations for students (such as character, collaboration, communication, and critical thinking)

The school's indoor climbing wall was built during the move to the Woodlands campus and became one of the first purpose built indoor climbing facilities located within a school in Singapore. Philanthropic support allowed us to upgrade our indoor climbing wall, increasing climbing wall use and climber enjoyment while improving the accessibility of routes for participants of varying climbing experience levels, as well as upgrading the safety equipment to the latest standards

Because of philanthropy, we were able to double the number of auto belayers on our climbing wall, which means that now 10 climbing routes of varying difficulty can be open at any given time, supporting more climbers with varying skill levels. This allows us to maximize student climbing time and attract more students to competitively climb at SAS. This philanthropically funded project was completed last summer and immediately began benefiting the learning and training experience of all SAS climbers These upgrades unlocked major improvements for climbing at SAS, moving the sport forward to grow and expand iteratively and sustainably in the coming years. Giving immediately provided both visible physical improvements to the facility as well as an improved student experience.

Our previous auto belayers were aged, and their recurring maintenance and servicing costs were significantly higher than what will be incurred with the newer technology now installed Our goal with our upgraded facilities is to see students working through progressive challenges, safely making improvements in their practice and learning, and experiencing the joy that mastering new possibilities brings This upgrade empowers all climbers at SAS to expand and develop their skills with greater ease and security

SAS excels in athletics and has an outstanding record in interscholastic competition, leading the field in many sports, both on the island and throughout the region This gift has been used to fuel an expansion of student numbers in climbing, underpinning the creation of competitive SAS climbing teams, and laying the foundation for SAS to promote and support climbing as an additional IASAS competition sport.

ELEMENTARY SCHOOL: CHINESE IMMERSION PROGRAM

This year was the fourth year of the elementary school Chinese immersion program, which started in the 2017 18 school year with its initial kindergarten cohort. The program was launched with two immersion kindergarten classes in that year These classes continued to advance through the elementary school each academic year bringing the initial cohort to the fifth grade. Our bilingual learning model starts with a 75 percent Chinese/25 percent English split and grows into a true 50/50 bilingual program as it transitions into the fourth and fifth grades. Donor funds help support the program ’ s ongoing enhancement

This year, philanthropic funds were used to support the continual upgrading of Chinese literacy materials for these classrooms This investment ensured that Chinese immersion classrooms have a rich selection of leveled books that students can use to build Chinese character recognition Additionally, funds were used to ensure Chinese culture can be incorporated into the classroom through the use of appropriate furniture and decorations that strategically support the curriculum and reinforce the celebration of culture and holidays.

ELEMENTARY SCHOOL: Classroom Literacy Books

We are grateful for the donated funds that allowed us to purchase classroom literacy books in the elementary school We appreciate the support of our donors, which is essential in helping to create a love of learning and a strong foundation in reading and writing for our students

Besides English literacy resources, Chinese and Spanish classroom literacy books were also added to our elementary school classrooms. The books provide students with an opportunity to learn about different cultures and to improve their literacy skills Additionally, donor funds enabled us to purchase materials focused on diversity, equity, and inclusion.

Our students were able to enjoy receiving attractive, age appropriate materials curated to suit the needs and interests of our students Likewise, our students could select from an incredible assortment of literature meant to suit a range of topics and genres Giving by SAS families, educators, alumni, and friends helped support our objective of making sure our students developed notable reading and comprehension abilities and principles.

ELEMENTARY SCHOOL: Activities ANd Athletics

SAS elementary school students benefit from activities, athletics, and clubs because of opportunities for social interaction, skill development, and physical activity. These activities help students develop a sense of community and belonging, as well as a positive self image In addition, participation in these activities can help students learn time management skills and develop teamwork skills.

The elementary school organized the Olympic challenge and Eagle Day, which are two great ways to get students excited about fitness and competition Donor funds made it possible for us to make the events special by having dunk tanks and printed t shirts

Taking part in activities and athletics helps students feel a sense of belonging to something larger than their classrooms In addition to interacting and collaborating with others, they also learn about accountability and working toward a goal, as well as developing values that support social emotional health

ELEMENTARY SCHOOL: Eagle Dance Club

The Eagle Dance Club is a great way to get kids moving and involved in their community. It provides an outlet for creative expression and social interaction. The program also helps to build teamwork and communication skills We are grateful for the continued support of donors that allows us to invest significantly in dance instruction and performance at SAS.

Their giving allowed elementary and middle school students to benefit from professional instruction in lyrical and hip hop style classes and kept the costs to families low, making the program accessible to a wider range of students in our community This after school dance activity focuses on technique driven instruction in order to help participants improve their skills By focusing on technique, dancers will be able to learn proper form and execute movements more effectively.

Eagle Club Dance was able to create and perform the first dance performance as Covid 19 measures were relaxed With a limited cast of 48 dancers, the students performed their dances created under the theme of color. It was wonderful to celebrate their growth as dancers and performers with their peers and families

Students who have enrolled in Eagle Dance Club consistently for the past four years have shown clear improvement in their abilities The goal is to expand and adapt the program so that more students can be engaged in dance.

MIDDLE SCHOOL: Courtyards

Having time and space to play gives students the opportunity to meet and socialize with their friends, keeps them physically active, and allows them choice in what they do Play is an essential part of every child’s life and is vital for the enjoyment of childhood as well as social, emotional, intellectual, and physical development For this reason, at SAS we create opportunities for not only academic instruction, but also time and space for open ended experiences and creative and productive play

Last year, gifts to SAS allowed us to transform our existing middle school courtyards into spaces specifically built for middle schoolers' needs, providing varied options for students to spend their breaks and lunch times in ways that weren’t possible before

The friendship garden, located in the courtyard between the counseling office and the middle school nurses ' office, provides multiple spaces for students to engage with one another socially, enjoy being outside, and recharge between or after classes. This courtyard features gazebos, round table seating, and benches that allow for multiple groups to gather and enjoy the outdoors all nestled within greenery or under umbrellas that provide shelter from the sun This space is available to all middle school students during breaks and lunch with the added benefit of providing an additional work space for small groups of students during class time.

Last year one of the highlights during break and lunch for many students was the opportunity to be active and play soccer with their friends With the loss of the middle school playfield during the campus upgrade, gifts to SAS provided students with an opportunity to engage in physical play throughout the day on the sports court The sports court is located in between the middle school office and the art classroom. It is a fully enclosed futsal court featuring a newly turfed surface, netting on all sides, and goals on either end All students have access to this space before and after school and during break and lunch.

When our students move from elementary school to middle school they often remark at the lack of play structures. Although they are growing older, they still have a need to climb and play creatively Philanthropy funded the new adventure course between 6A learning community and the central administration offices. This courtyard has been designed to provide play with an appropriate level of risk for this age group The adventure course provides students with opportunities to continue to be active, building their strength, flexibility, and coordination throughout their years in middle school It provides our middle schoolers with opportunities to challenge themselves in a safe environment with equipment that is age appropriate.

Each courtyard meets a specific developmental need of our students, providing opportunities for social interaction and connection with the outdoors in the friendship garden, opportunities for exercise and competition with the sports play court, and opportunities for climbing, running, and playing on the adventure course. This project truly supports every SAS student during their middle school journey We are so grateful for the gifts that enabled us to reimagine these courtyards that will serve thousands of students over the coming years Donor generosity has provided our middle schoolers with space and structure for socialization, creative play, and physical activity

middle school: Activities AND Athletics

Gifts to SAS are crucial to the middle school activities and athletics department in their operation of a variety of activities for middle school students. At SAS, students have the opportunity to pursue their passions whether they are social, academic, artistic, or athletic. Students benefit tremendously from the strengthening of the various programs and activities on offer in middle school

This year, because of giving, we were able to replace the dance floors in two studios, supply our rugby programs with new equipment, and provide celebration bags to all eighth grade students. In addition, equipment for new intramural activities was purchased, as well as soccer goals, and a portable sound system to support student musicians. Additionally, funds were used to support 50 students in a bouldering competition and books were provided to Reader’s Cup participants

World class programming is made possible by this philanthropic support. The entire middle school benefits from giving that supports equipment, books, and facilities available for all students and teachers to enjoy.

Middle School: Dance

Donor funds provided critical support for the middle school dance program by allowing middle school dancers to enjoy hip hop dance enrichment and choreography. Philanthropy at SAS also enabled our dancers to don costumes for performances This gives students a creative outlet that they may not otherwise have access to This is important because it allows the students to explore their creativity and to develop their own sense of identity.

Giving also made it possible for us to have technique classes that help dancers to improve their technique and become more proficient in their craft This allows dancers to continue to develop their skills and improve their technique, leading to a higher level of proficiency overall

hIGH SCHOOL: Activities and Athletics

The high school debate program consists of almost 90 students from ninth through twelfth grades. This program is essential to high school students to learn and practice communication skills that translate into their classes, future careers, and other areas of their lives The philanthropic support received this year made it possible for the debate program to provide training for new sponsors, student leaders, and other debate students Experts in the debate field were brought in to work with the debate groups to strengthen their skills and help deepen their understanding of the subject matter This in turn positively impacted student performance and their confidence.

The program saw new training for 88 students and two sponsors This training provided a common language and understanding for both students and sponsors to build on throughout the year There was a positive impact on student confidence and their performance. We are also very proud of their results at various tournaments this year, including a silver medal at IASAS Debate hIGH SCHOOL: Advanced Topic

Since 2014, the high school faculty and leadership team have been working on the development of new college level Advanced Topic (AT) courses for the Advanced Studies program.

Our AT courses are designed to foster the development of essential 21st century skills and to provide opportunities for students to showcase these skills in ways that are authentic Whenever possible, these courses look to connect students with relevant experiences and expertise in the field, placing a strong emphasis on production and real world application, while supporting students to have agency in directing their own learning.

As a result of AT courses, students have collaborated with visiting experts to publish books, learned Chinese history in Chinese, co constructed historical inquiries and published op ed collections, produced their own performing arts exhibitions, and provided consulting to local entrepreneurs

Thanks to philanthropy at SAS, and given the demand for the Advanced Studies program courses, the school was able to supply over 20 AT courses in the Advanced Studies program, with more than 1,000 AT enrollments in students’ schedules in 2021 22 Thanks to our community, we can continue to develop these courses at SAS

hIGH SCHOOL: Awards

SAS annually holds a ceremony where students are awarded for their dedication to SAS's mission, vision, and learning aspirations. In high school, there are 15 awards, spanning two categories based on students' commitment to the school and their vision for learning Over 100 students who demonstrate exceptional abilities and attention receive an award. By honoring our students, we focus on, spotlight, and reinforce the direction set by the division itself

For the most part, annual awards are recommended by a faculty member or staff member who knows the student well, while the Outstanding Graduate Award is announced by the high school principal at the awards ceremony, and by the superintendent at commencement Thanks to the generosity of donors, several award winners receive monetary gifts with their awards. We hope that this money will aid them in their future educational pursuits

Scott Seator Ambassador Award

The Scott Seator Ambassador Award was established in memory of Scott Seator (class of 1987) and is given annually to the senior who has contributed most to internationalism, and whose interest and involvement in other cultures and their people has been demonstrated through their actions. The award of S$1,500 is made possible by an endowment created by Scott Seator’s family, teachers, former classmates, and other members of our community.

Last year the award was presented to Tanisha Mehta (class of 2022). Mehta is a masterful problem solver and is able to come up with elegant solutions to complex problems, such as a large collaborative space for our K 12 robotics program, which would maximize coaching supervision, provide a place for our high school students to be positive role models for our younger students, and a mentoring opportunity for our older students. She exemplifies excellent collaboration, looking around to see who is not being heard and raising their profile and voice This kind of multi faceted problem needs a person with exceptional critical thinking skills, a student who can gracefully and calmly work under pressure to lead a team and coordinate their disparate skills into a smoothly running machine, and solve problems that will help the global community.

Taylor Saich Arts and Creativity Award

This award was established in memory of Taylor Saich (class of 1999) and is given to a senior who enriches the lives of others through their dedication to the arts Saich's family, faculty, parents, and interested members of the SAS community set up this S$500 award in his memory Last year ’ s recipient was Benjamin Usadi (class of 2022) Chief among his artistic accomplishments is his ability to make any performance and, most importantly any fellow artist better simply by sharing, as he always does so generously, his time, talents, and passion.

David Hevey Award

The David Hevey Award honors the late David Hevey and his lasting contributions as an SAS film teacher and faculty member by honoring a senior who has an interest in film, photography, or videography, and preferably intends to pursue film, photography, or videography after graduation from SAS The award is given annually to a graduating senior. The award prize of S$1,500 is supported by a generous donation to SAS Last year ’ s recipient is Matu Harvey (class of 2022) Harvey naturally cultivates and shares with the world his exceptional ability to construct evocative, witty, potentially provocative, always stunningly beautiful imagery and storytelling through the lens of a camera Harvey’s direction, cinematography, and editing illicit laughter, capture the glorious nuance of a dance performance, or the grit of athletic competitions, and define the heart and soul of everything Studio 41 His narrative film work is the strongest collection of cinematic storytelling and he uses his filmmaking talents in daily service to the school

Connor O'Gorman Cornerstone Awards

The Connor O’Gorman Cornerstone Awards annually honor members of our SAS community students and educators who live the Eagle Way. As Eagles, they exhibit and model our core values of compassion, fairness, honesty, respect, and responsibility. The award prize of S$200 is supported by a donation to SAS. Recipients are selected by the Student Council and publicly announced and presented to the entire high school student body. Last year ' s recipients were: Jayesh Sharma (class of 2025), Vinayak Kohli (class of 2024), Yuzo Lai (class of 2023), and Tanya Brito (class of 2022)

Outstanding Catalyst Award

The Catalyst program allows high school students to take charge of their own academic progress during the academic year Through the program, students demonstrate their competence level for college level learning and their enthusiasm, autonomy, and capacity The Outstanding Catalyst Award is presented to the graduate who has demonstrated exceptional levels of leadership, thinking, and potential within their Catalyst project. The award prize of S$500 is supported by a donation to SAS. Last year ’ s recipient Sophia Nandwani (class of 2022), not only produced an informational guide for psychology but also served as a teacher assistant in the Catalyst program

Burdell-Wood Awards

The Burdell Wood Scholar Athlete Awards honor two seniors each year, one male and one female, whose academic and athletic careers have been exemplary, whose personal values and achievements are respected and admired, and who have high levels of integrity, self discipline, and courage The award prize of S$750 is made possible through gifts to SAS by Mr. Frank Burdell, Jr., Mrs. Kay Wood, the SAS Booster Club, the American Association, and other interested friends. Last year ’ s annual Burdell Wood Scholar Athlete Awards were presented to David Qiu (class of 2022) and Elizabeth Roache (class of 2022).

Blair Sonnenberg Humanitarian Award

Established in memory of Blair Sonnenberg, an SAS student who passed away in 1996, this award is given to the graduating senior who has devoted time, energy, and talent to actively seek understanding and improve the quality of life of others. The award prize of S$1,500 is made possible by an endowment created by Blair Sonnenberg’s family, teachers, former classmates, and other members of our community. Last year ’ s recipient is Ashley Entwistle (class of 2022). Entwistle has demonstrated a deep commitment to the well being of others and improving the human condition through her daily involvement within the SAS service community, including READ Bhutan, Friends of Genesis, and the Executive Service Council.

SAS Advocate Award

The SAS Advocate Award was generously established by the school's leadership team The award honors a senior who has acted in ways that exemplify each and every one of our core values (compassion, fairness, honesty, respect, and responsibility), has demonstrated a deep commitment to equity and inclusion for all, and whose advocacy and actions have had a significant positive influence on our community The recipient of the second SAS Advocate Award was Jay Prakash (class of 2022).

Among Prakash’s contributions to SAS has been his constant dedication to helping us expand our understanding of the LGBTQ+ community. Prakash saw a void in our curriculum and took the opportunity to educate us all As a year long Catalyst student, Prakash spent his time curating questions from the community and doing research to come up with thoughtful answers A large part of his project was creating a documentary to make the LGBTQ+ community more visible at SAS

EXTRAORDINARY CAR

Schoolwide: Compassion Fund

Philanthropic funds from the community supported a number of SAS families who were impacted by the economic implications of the pandemic here in Singapore Gifts to the SAS Compassion Fund allowed these families to remain in Singapore and keep their children enrolled at SAS Almost S$140,000 were disbursed to over 10 families in our community to ensure that their children's education continued uninterrupted, despite the various challenges brought by the covid situation.

At SAS our tradition of and dedication to extraordinary care extend beyond our students and to our educators, who are at the heart of our school. Our SAS educators are vital to the success of our mission, and their commitment ensures that we deliver an exceptional education for all our students Last year, through the Compassion Fund, we were also able to provide assistance to seven SAS educators who experienced financial hardship due to unforeseen extraordinary medical expenses We were able to use these funds as a source of discretionary financial assistance to support these educators in their time of need, helping to defray the costs of emergency medical care and allowing them to focus on their own healing without the stress of unpaid bills.

It’s an honor to be able to share these anonymous words of gratitude with you, on behalf of some of the families who received tuition assistance.

“These past couple of years have been, and continue to be, difficult Without Compassion Fund assistance we would not have been able to keep our son at SAS He has grown in so many ways by being part of this community and for that, we will always be grateful Our family is tremendously proud and honored to be part of the SAS community ”

“When Covid 19 hit, our family was unprepared We had just invested heavily into a new business, but the pandemic forced us to shut it down in less than a year The compassion fund helped keep our kids in school during these turbulent times Our family is in a good place again, but looking back, I'm not sure how things might have turned out if the fund hadn't provided us with assistance.”

“During a time of unprecedented disruption, the compassion fund came as a blessing and ensured our child continued at SAS If there’s anything that deserves a donation, it couldn’t be more real than this Thank you, SAS for getting us through this time ”

“The compassion fund at SAS supported our family through an unexpected, difficult financial period last academic year The funding support helped to cushion some very challenging decisions for our family, and the experience has made us even more grateful to be part of the SAS community Thank you for making this possible!”

EXTRAORDINARY CARE EVERY STUDENT IS KNOWN AND ADVOCATED FOR

SCHOOLWIDE: Professional Development

Donor funds allowed SAS teachers to pursue their doctoral program at the University of Southern California (USC) last year Funds were used to support scholarships for the teachers, who have committed to an additional three years at SAS. This arrangement helps us retain quality teachers for a longer period of time In addition, through funds from giving, SAS was able to customize the USC program to fit our curricular needs and include content more relevant to Singapore and the region. Furthermore, teachers who accept the scholarships are required to do their dissertations on issues relevant to SAS, such as flexible learning environments, culturally responsive practices, and acceptable math instructions. This creates a “ pay it forward” situation for SAS, where philanthropy helps the USC student teachers not only to have a premium education but to help resolve issues in our own school community.

Last year, giving supported the use of the Intercultural Development Inventory (IDI), a cross cultural assessment that measures the ability to shift cultural perspective and adapt behavior to cultural differences and commonalities School leaders completed the IDI and participated in a group debrief As we move toward our 2027 strategic goals, two of our school wide goals are: strengthening relationships and fostering an inclusive culture based on our commitment to diversity, equity, and inclusion and supporting educators to develop greater expertise in using high quality, culturally responsive practices to plan, teach, and assess By focusing on and implementing strategies related to these goals, we will be in a better position to actualize SAS's DEI Commitment Statement.

As a school, the diversity of our community is one of our greatest strengths That diversity offers extraordinary learning opportunities for our students as well as opportunities to build lasting friendships and relationships across cultures, nationalities, and other aspects of identity For our diversity to reach its full potential as a strength, it is important that our commitment to equity and inclusion for all members of our community be as strong as our commitment to diversity Every student at SAS should feel valued, cared for, and included

Differences in culture, background, ability, identity, and perspective should be respected and celebrated; SAS has no place for racism or any other type of discrimination. It is only by creating a positive climate and inclusive culture that we will meet our vision to cultivate exceptional thinkers who are prepared for the future

We are so grateful that giving at SAS allows us to foster inclusive culture at our school

Giving also paid for project management training for SAS educators and supported the costs of professional coaching for SAS leadership. This training will provide SAS educators with the necessary skills to plan, execute, and monitor projects and be more effective in their roles Additionally, the coaching is designed to help leaders reflect on their practices and improve their effectiveness in leading the school.

SCHOOLWIDE: Diversity, Equity, and Inclusion

One of the first steps in the diversity, equity, and inclusion work is for each member of the community to understand their own intercultural competence and how they work with others across differences in culture and identity. This reflection is a foundation of professional learning for the DEI planning team and for all educators in the school We identified the Intercultural Development Inventory (IDI) as a tool to provide information for individuals on their own intercultural competence.

Forty five members of the DEI planning team and other school leaders were trained as IDI Qualified Administrators. During the three day training, participants learned about the intercultural development continuum, took the assessment themselves, and practiced providing individual debrief sessions Since then, the extended leadership team has taken the IDI assessment and has received group and individual debrief sessions, leading to deep conversations on how to lead others in the process In total, over 100 educators have taken the assessment

As a result of the funding, the extended leadership team has performed deep reflection on their collective practices and how this impacts the learning experiences of students Next year, we will extend the IDI assessment to all educators so that teams understand how they are teaching students about cultural competence

Both the IDI administrators and participants have shared that the debriefing process has led to deep conversations, individual reflections, and personal connections They are eager to engage in this type of work and feel that it will lead to a deeper understanding of our own practices and beliefs, so we can continue to make SAS more inclusive and equitable

SCHOOLWIDE: Working on Wellness

Wellness is the foundation for any human endeavor in our academic and work lives, relationships, and personal goals and aspirations At SAS we are committed to nurturing the well being of our entire school community and to engaging with the health and growth of our students, parents, and educators under our strategic anchor of extraordinary care SAS is continuously engaged in building upon its healthy organizational and community culture. In these challenging times, self care is essential to promote healthy immune systems, resilience, and fortitude in the face of change

Through SAS’s Working On Wellness (WOW) program, our educators are encouraged to maintain their physical, social, and emotional well being Overall, these factors contribute to a more positive experience for both educators and students We are also deeply grateful to parents for the encouragement they give to our educators and to the donors who make the WOW program possible through their giving. Educator longevity has been shown to be related to well being and community involvement Most studies on educator longevity have shown that those who feel a sense of connectedness to their community are more likely to stay in their job for a longer period of time.

With WOW, it is a joy to be able to help provide positive experiences for our educators through the pandemic As a non profit, SAS invests in fantastic facilities, outstanding programs, and incredible opportunities for students and educators This is a place where educators are supported in everything even their social activities. SAS really lives the strategic anchors of excellence, possibilities, and extraordinary care Giving funds everything from online education to in person adventures, from movie nights to social gatherings with colleagues. Multi dimensional wellness for our educators is one of the keys to success for staff retention and engagement at SAS and we are deeply grateful for your philanthropic support

SCHOOLWIDE: Joy Fund for Educators

During this time of change and disruption, our educators have worked diligently with great flexibility to continue to provide an extraordinary educational experience and to inspire a passion for learning in our students. They have shown great fortitude, enthusiasm, and commitment at a time of upheaval and uncertainty in their own lives We deeply appreciate the dedicated professionals throughout our school who have continued to provide extraordinary care and support for their students. We recognize the acute need to help our educators handle stress and prevent burnout

There has never been a more important time to provide extraordinary care for our educators who have felt the impacts of the pandemic. With many restrictions lifted, we recognize the need to rebuild community and relationships We are grateful for our community’s support for SAS’s Joy Fund, to help meet our commitment to provide extraordinary care for our educators to help them heal and thrive.

Philanthropy also allowed us to welcome our new educators to SAS Giving allowed SAS to help them get acclimated to their new surroundings and provided them with the resources and experiences they need to be successful in Singapore Giving allowed SAS to purchase SIM cards for our new educators, as a great way to help our new staff feel welcome and supported as they transition into their new roles, helping them stay connected with their families and friends back home

We were also able to host social events for newly hired educators, to help them feel welcome and become acclimated to the community These events were a great way for new educators to meet their colleagues and get to know the school culture and helped new educators learn about the resources and support available to them at the school

SCHOOLWIDE: LUCKY 8S FUND

Professional development funding has been instrumental in enhancing the skills of one of our greatest resources, our instructional assistants (IAs) These funds have allowed us to continue current programs and pilot new ones that will ensure our IAs have the training they need to support our students' learning The IA professional development funds were used to continue funding for over a dozen educators to pursue additional certifications and degrees.

Furthermore, the funds have allowed us to pilot an international certification for teaching assistants with a pilot group of eight IAs. Finally, the funds have helped us onboard a new IA PD leader at the elementary school

Together our students, instructional assistants, and teachers each benefited from these funds This is because these funds allowed our IAs to grow personally and professionally in ways that will directly impact the student experience in the classroom. Further, the addition of the IA PD specialist will allow us to provide systematic training for all IAs in the future

SCHOOLWIDE: Response to Intervention

The Response to Intervention (RTI) framework is a multi tiered approach to supporting students' academic and behavioral needs The framework is designed to provide early and targeted interventions to students who are struggling in school. The RTI framework has three tiers of support, with each tier providing increasingly intensive interventions Tier 1 interventions are typically general classroom instruction and support, while Tier 2 and 3 interventions are more targeted and individualized

Last year, donor funds enabled 35 of our educators to attend a conference hosted by the Special Education Network in Asia (SENIA) The conference is an annual event that has brought together leading researchers, practitioners, and policy makers to share the latest evidence and promising practices related to RTI. It provided an important platform for exchanging ideas and promoting collaboration between researchers, practitioners, and policy makers from around the region

The impact of RTI training on educators can be seen in the way that our educators are able to adapt their instructional methods to meet the needs of all students

Through RTI, educators are able to identify which students are struggling and then provide them with targeted interventions This allows for a more individualized approach to instruction, which can ultimately lead to improved student outcomes.

SCHOOLWIDE: Teacher Leadership Development

One of the most important factors in the quality of a child's education is the quality of the school's educators. Teachers, counselors, and instructional assistants play a vital role in providing students with the knowledge and skills they need to succeed in life In order to ensure that children receive a high quality education, it is essential that schools hire and retain qualified and experienced educators.

PLC Coaches and school leaders have an important role in supporting educators and helping them grow and excel in their profession, ultimately benefiting our students.

Teacher leadership is one of the cornerstones of our 2027 strategic plan for SAS and is funded by generous donors. These donors provide the financial resources that allow the school to support our teacher leaders in a variety of ways This includes providing PLC Coaches with training to enable them to coach and lead the members of their teams as well as 1:1 executive coaching with an outside consultant to develop their unique leadership capabilities

The leadership of the school is committed to ensuring that every student has the opportunity to reach his or her full potential and is grateful for the philanthropic support that makes this possible Our PLC coaching model ensures that our teachers are able to engage in leadership opportunities that allow them to grow professionally while staying in the classroom at SAS.

Elementary School: Recess Ambassador Assistants

With the effects of the pandemic on campus life for much of last year, it was necessary to have extra assistants on the playgrounds at our elementary school. With over 1,800 elementary school students back on campus, we wanted to allow students to have fun, be creative, and collaborate while staying safe and following the government guidelines in place.

Philanthropic funds enabled us to support recess ambassador assistants, who included some on island alumni. The assistants were important because they contributed to a safe and fun environment for students to play in In addition, playground assistants provided valuable guidance and support to students during recess. They also helped to supervise students and made sure that they were following the playground rules

As a result of philanthropic support, we were able to have adequate supervision during all recess periods In addition to ensuring the safety of our students, the extra adults allowed our educators to take a much needed break to plan and prepare. Playtime was made fun and safe by recess ambassador assistants, who were trained and supervised in exploration, critical thinking, problem solving, and cause and effect to help them identify, highlight, and reinforce learning opportunities.

Middle School: House and Advisory Programs

Giving allows us to support student engagement by providing materials that they can use to build relationships on a daily basis and that teachers use to build community by hosting a variety of events

Funds were used to purchase games that support community building activities led by teachers in 45 advisory classes A positive education curriculum was also purchased to support all middle school advisory leads in planning engaging social emotional learning (SEL) lessons. This year donor support also funded a tye dye activity for sixth graders, led by the students, and created over 350 Red Out shirts

Donations help strengthen bonds between students and faculty with SAS and their Houses, strengthen the school’s commitment to SEL, and ensure consistent, quality education through the Advisories

High School: Interim Scholarships

We often hear from our alumni that their Interim semester trips were some of their most memorable experiences at SAS. Interim semester has been an integral part of our school for over 45 years Today, more families than ever before pay tuition and fees without support from their employers, which is a significant change from many years ago. Also, we recognize that despite the school’s efforts to contain costs, prices are increasing for activities Because we would like all of our students to share in the same opportunities, we are now offering Interim scholarships The scholarship was created to provide our high school students whose families demonstrate financial need the opportunity to select the experience of their choice for the Interim Semester

Last year, eight of our high school students were awarded Interim scholarships to allow them Interim semester trips of their choice With ongoing pandemic restrictions, the trips were limited to Singapore but ranged from surf skating, kayaking, biking, woodworking, visits to offshore islands, and even aerial yoga sessions The impact of Interim scholarships is far reaching and can be seen in both the immediate and long term. The benefits can be seen in terms of the personal growth and development of our students, as well as in the positive changes that are made by them in the community.

HIGH SCHOOL: HOUSE

The high school house program assigns students, staff, and faculty to one of three houses within the school: Andor, Ethon, and Aquila. The houses function as a community within the school to help make our large school feel small. Throughout the year, students participate in activities together and healthy competitions to promote positive school culture while simultaneously earning points for their respective houses

The house concept is modeled after college house programs, and the goal is to create a supportive learning environment for high school students Houses have a Head of House faculty member and student leaders that help organize and facilitate events. Houses also have their own unique branding, colors, and traditions. Thus, building a shared identity among students across grade levels and with adults at school

One of the most important things high school students need is social emotional support. This can come from parents, guardians, teachers, counselors, and other adults in their lives Social emotional support helps students feel connected to school and the people around them It also helps them develop healthy coping strategies to manage their emotions. When students feel supported and have a sense of belonging, they are more likely to succeed in school and in life

Philanthropic funds have enabled social emotional support through the high school house program by creating a sense of community through cultivating fun, inviting, and safe spaces We also used funds to create a welcoming environment for students, staff, and faculty by recognizing various holidays and hosting community building events

HIGH SCHOOL: ADVISORY

Our high school advisory program brings students together in advisory groups of not more than thirteen students to meet with their advisors on a regular basis The purpose of the program is to ensure that every student feels cared for, and connected to one another. As a result, our students benefit from a network of support and accountability, as well as a consistent curriculum

The advisory team takes feedback from teachers and students to develop specific social emotional learning objectives while adhering to an appropriate developmental scope and sequence for ninth through twelfth grades.

Using tools such as the CliftonStrengths assessment, students are able to reflect on their self awareness, self management, social awareness, relationship skills, and responsible decision making We are grateful for the support from donors that enable us to continue to develop and improve the advisory program

We are so grateful for the donations that allow our advisory program to go from strength to strength each consecutive year

high school: Executive Service Council (ESC)

The Executive Service Council facilitates service learning for the entire high school service community, supporting students as they engage meaningfully in service for causes that resonate with them. Through voluntary service, students develop a deeper understanding and care for communities around them, building skills to become self aware citizens of the world

Service learning scholarships granted last year supported a diverse range of initiatives, including Project Dignity, which worked with Dignity Kitchen to provide free bento lunches to elderly people living in Boon Keng Giving also supported students working with Masks for SG, which made gift bags for medical workers to shine a light on underappreciated medical community members.

More than 20 service clubs received philanthropic funds and over 900 high school students participated and engaged in service activities.

Giving allows our students to focus on service work, rather than fundraising We are so grateful to the community for their support.

high school: Screening of Angst for Community

The high school Personal and Academic Counseling (PAC) team hosted an opportunity for all students, faculty, and parents to view the Indieflix documentary film Angst, created to remove the stigmas around mental health and anxiety Many parents also engaged in a follow up live panel discussion with mental health professionals from SAS and the Singapore community.

Donations made it possible for the film to be screened twice, allowing all high school students to watch the documentary Giving allowed us to purchase a program license for our school community (students, teachers, and parents) to view the film Philanthropy also allowed us to grant access to additional promotional materials, a discussion guide, a tip sheet, an FAQ video, and a post screening survey to support our facilitators and leaders

As a result, students have a deeper understanding of mental health and anxiety They have more tools to reflect on what is happening in their lives, how to deal with stress, and how to help others who may be experiencing anxiety.

high school: College Counseling

The eight college counselors at SAS have many decades of experience and constantly keep up to date with changes and trends in the college admissions world. As such, they serve as resources for SAS students and families throughout the college application process The college counselors are here to help each student succeed in their individual journey to college.

Every student is different. With varying student interests, academic successes, talents, passions, and personalities, it is impossible to prescribe a single “best” school to which all students should apply. SAS recognizes the individual needs of each high school student and personalizes suggestions to help students select and gain acceptance to great fit colleges and universities

During the Covid 19 pandemic, there were limited opportunities for the SAS college counselors to attend conferences, and visiting colleges became impossible But with the lifting of restrictions last spring, philanthropic support provided a myriad of educational and relationship building opportunities for the SAS college counselors

It has long been the goal of the college counseling office to send each college counselor to at least one conference or one week of campus visits every year Attendance at conferences allows college counselors to stay up to date with best practices in the field, learn new information about college admissions, and develop further relationships with college counselors, admissions office deans, directors, and representatives from around the world. Presenting at conference sessions and representing the International Association for College Admission Counseling (International ACAC) at voting sessions of the largest professional body in the field of counseling (the National Association for College Admission Counseling) gives college counselors the opportunity to enhance SAS's reputation as a leader in the field

College visits are also a crucial part of each college counselor’s role Visiting schools around the world puts college counselors in the best possible position both to recommend colleges to students and to answer family questions. This information, in turn, allows students to make better decisions as they create and refine the lists of schools to which they plan to apply Visits allow SAS college counselors to meet and form strategic relationships with admissions representatives. Those relationships with admission readers are crucial so that colleges know SAS and understand our students' context

Thanks to philanthropy at SAS, conference participation resumed this summer Tina Forbush led a roundtable session at the Association of College Counselors in Independent Schools (ACCIS) conference at the University of Oregon in June. In July, Cory Zimmerman and Wilson Lee attended the International ACAC conference at the University of New Mexico. Lee gave presentations at two International ACAC conference sessions in person, and Forbush presented at two sessions virtually

Giving also allowed college counselors the opportunity to visit schools in both northern and southern California in the spring of 2022 Our college counselors toured campuses (and met with admission representatives whenever possible) at the following schools:

California College of the Arts

California Institute of Technology

Claremont McKenna College

Dominican University of California

Harvey Mudd College

Loyola Marymount University

Pepperdine University

Pitzer College

Pomona College

Occidental College

St Mary’s College of California

Santa Clara University

Scripps College

Stanford University University of California, Berkeley University of California, Davis University of California, Los Angeles University of California, Santa Cruz University of San Francisco University of Southern California

Fortunately, the return to normalcy after the pandemic has restored our ability to visit colleges and attend conferences in person The college counselors are excited to resume building strategic relationships with university partners in person as well as through webinars, phone calls, and virtual tours and information sessions

Possibilities

POSSIBILITIES EVERY STUDENT PERSONALIZES THEIR LEARNING

SCHOOLWIDE: RAINFOREST

Although we live in a city state, patches of rainforest exist all across Singapore. At SAS, we are privileged to have our own rainforest here on campus Last year, giving to SAS enabled us to continue our conservation efforts for our on campus rainforest. The rainforest is important to SAS for many reasons Firstly, the rainforest provides a unique and valuable ecosystem for the school's students to appreciate In addition, the rainforest is home to many different plant and animal species. With at least 229 trees and 53 tree species, our 1 58 acre rainforest acts as a living laboratory for science classes This makes the rainforest a valuable resource for SAS students conducting scientific research and learning about conservation.

The rainforests in Singapore are among the oldest in the world, sharing their ancestry with forests found throughout Southeast Asia. When studying rainforests, SAS students compare and contrast our rainforest to others in Singapore Students learn about the different types of rainforests found in Singapore, including lowland dipterocarp forest, the mangrove forest lining much of the coast, freshwater swamp forests, and the different animals and plants that live in each type

Over many years, philanthropy at SAS has allowed us to implement the suggestions outlined in a comprehensive proposal written by Dr Roopa Dewan in 2014 Gifts have allowed us to install an irrigation system to enhance water supply during dry seasons, helped to replace cement walkways that inhibited root growth with the boardwalk, increase the amount of vegetation, improve the quality of the soil, and construct a planting shed where students can transfer and grow seedlings and saplings all while simultaneously meeting the educational needs of students visiting and using the space to learn about biodiversity and sustainability

In addition to helping to meet the ongoing costs of maintaining the rainforest, a new solar powered timer for the SAS rainforest was funded by philanthropy This timer will help to regulate the irrigation of the rainforest, which will in turn help to improve the growth and health of the plants and trees This is a great example of how philanthropy can be used to support ongoing environmental initiatives The timer is also an effective way to conserve energy, as it will be powered by the sun. The school is deeply grateful for the donations that made this latest addition to our ongoing rainforest project possible.

SCHOOLWIDE: Academic and Experiential Learning

At SAS, academic and experiential learning is a combined approach to education that provides students with the opportunity to learn in a variety of ways, both in the classroom and through real world experiences. This type of learning allows students to develop critical thinking skills, as well as a deep understanding of their subject matter At SAS, we believe that students learn best when they are actively involved in their learning and that they need to have opportunities to explore and experiment. Giving at SAS supports a variety of experiences for students, both in and out of the classroom, that allow them to learn through doing

Last year, philanthropic support allowed SAS to fund academic and experiential learning for students in middle school and high school For example, TEDxYouth@SAS is a platform for young people to share their ideas and experiences with the world These short, carefully prepared talks, demonstrations, and performances are idea focused and cover a wide range of subjects The event is organized by students and provides a forum for students to share their stories and connect with others The TEDxYouth@SAS platform also allows for the sharing of resources and knowledge and offers an opportunity for students to learn from each other. Giving has supported TEDx at SAS over the past eight years, for example covering the costs of training, certification, licenses, and events Last year, philanthropy covered the cost of the TEDxYouth@SAS goodie bags, allowing all attendees to receive a memento of the event, which helped to make the experience more enjoyable and memorable

SCHOOLWIDE: Mountainfilm Festival

Donor funds to SAS supported the Mountainfilm Festival, which benefited students, parents, and educators schoolwide Mountainfilm uses the power of film, art, and ideas to inspire audiences to create a better world. Through specially curated playlists of films that remind us of purposes, passions, and relationships that support our collective well being, Mountainfilm exposes students, educators, and parents to a wide variety of cultures and experiences.

The films inspire viewers to learn more about the world around them and to think critically about the issues that affect our planet. In addition, Mountainfilm promotes environmental awareness and encourages students to take action on behalf of the planet

SCHOOLWIDE: Creativity Center and Makerspace

SAS offers great maker spaces in elementary, middle, and high school with supportive teachers for students to explore and become creative problem solvers and team players. Learning aspirations such as creativity, collaboration, critical thinking, communication, content knowledge, character, and even cultural competence can all be achieved in these spaces

Last year, donations funded the purchase of three new glowforge laser cutters, one for each of the divisions Glowforge laser cutters allow students to design, create, and fabricate quickly with guidance from teachers. This allows for more efficient production of materials and quick turnaround and the ability to iterate on what is produced The maintenance of 3D printers was also funded by donors These printers require a great deal of upkeep in order to function properly. Donors help to cover the costs of this maintenance, which allows the printers to be used more often and for a longer period of time These incredible spaces would not have been possible without the generous support of SAS community members.

ELEMENTARY SCHOOL: Robotics

Robotics at SAS is a robust program with many offerings for students starting in elementary school. The educational purpose of robotics in elementary school is to provide students with opportunities to engage in hands on learning experiences that will promote scientific inquiry, problem solving, and critical thinking skills Robotics can also help to foster a child's creativity and imagination, as well as teach them learning aspirations and engineering standards Last year, donor support made it possible for the school to purchase robotics kits for the new robotics units in fifth grade. These gifts made it possible for all students in fifth grade to participate and have an experience in robotics Philanthropy also benefited after school robotics clubs and competitions, allowing clubs to grow, and students to attend competitions

ELEMENTARY SCHOOL: STEAM

The newly created elementary school STEAM program will help students learn and experience science, technology, engineering, arts, and mathematics education in new and exciting ways Gifts will be used to cover the costs of the program and to ensure that the students have access to the necessary resources. Support for the newly developed STEAM program and units will allow for more students to have access to the program and receive a quality education in these subjects The support will also help to train teachers in how to effectively teach the subjects so that students can learn and retain the information presented to them

Middle School: Robotics

Over the last 10 years, the growth in the high school robotics program has created interest in both elementary school and middle school This interest has led to the creation of a robotics club as well as a unit of robotics within the Tech elective in middle school. The expansion of these initiatives and course offerings will make it possible in the future for students to enter high school already having experience in project management, coding, and critical thinking. This is a testament to the work our elementary and middle school robotics leaders are doing with the students, that is made possible by generous donations from SAS parents and community members

Last year the middle school introduced a new robotics unit in the Tech elective As in previous years, donor support remains strong for the robotics program and made it possible to purchase new robotics kits for the newly established elective. Donor funds also provided necessary materials for the middle school robotics club The club was able to purchase resources and materials that they would not have been able to otherwise. This allowed them to compete in robotics competitions and learn more about the fascinating and increasingly popular robotics field

HIGH SCHOOL: Robotics

The robotics program teaches students how to innovate, persevere, communicate, and collaborate With all of the knowledge acquired during their robotics course, students design, build, and drive robots to perform real world tasks Additionally, robotics teaches students how to meet deadlines, how to work together as a team, and to be relentless in their pursuit of excellence These are essential skills needed to be successful in their lives after high school.

SAS's high school robotics program is supported by gifts that go towards its annual costs. This support allows the program to continue running smoothly and provides students with the necessary resources to participate in robotics competitions Last year donor funding made it possible for a robot built by the high school robotics team to be shipped to a competition that students were not able to attend due to the pandemic Funding also covered travel costs and expenses for the robotics team and coaches to travel to the world championships, and to the summer robotics competition.

Philanthropic support in past years has enabled us to equip our students with tools including 3D printers, a CNC milling machine, and a laser cutter. This equipment has served our students well and allowed them to produce or cut out robotics parts from a variety of materials

Last year donor giving allowed SAS to upgrade our equipment by purchasing waterjets. A waterjet is a piece of equipment that cuts any hard or soft material with digital precision The high velocity jet uses a combination of high pressure water and sand like abrasive particles to cut through the workpiece

HIGH SCHOOL: SpaceLab After School Program

The SpaceLab program is a student led after school program that gives students the opportunity to design, build, launch, and operate a science experiment on the International Space Station (ISS)

This year there were ten students in the program who decided to test the ability to sustain a colony of bacteria and produce biodegradable plastic in microgravity The experiment was sent to space and back in nine months. This is the sixth year that SAS has sent an experiment to the ISS

Gifts to the school were used to pay for the payload integration with Quest Institute and Space Tango, who facilitate and support our payload experiment for NASA Gifts were also used to pay for the launch experiment to ISS from Earth (via the SpaceX Falcon 9 rocket launch on April 23, 2022). Additionally, philanthropic funds were also used for engineering support from our mentors

Participating in SpaceLab is a once in a lifetime opportunity for our students. It promotes and advances our school and provides an exciting space project where students can apply their skills.

Students have greatly benefited from the SpaceLab program, recently, senior Rohan Panday (who will be attending the University of Pennsylvania next fall) was invited (along with his team) to speak at the American Society for Gravitational and Space Research (ASGSR) about their research findings from the 2019 20 experiment

wHY WE GIVE: LI FAMILY

The Li family joined the SAS community in 2018, when their two sons started eighth grade and sixth grade. Through the Li Foundation, the family gives back by supporting various causes, and most recently has pledged a gift to SAS

Why did you choose SAS?

We lived in Beijing, China, and Palo Alto, California before settling down in Singapore Our family appreciates a multicultural environment and we value the diversity and inclusivity that SAS has to offer. We believe SAS will help our children to develop and build a strong foundation in the life skills that will benefit them in the future.

How has your experience at SAS impacted your family?

The teachers and friends at SAS have had a positive influence on our children. Our boys have grown to be more self confident and better at expressing themselves

What do you most appreciate about SAS?

We strongly believe that critical thinking skills and team collaboration are crucial parts of a child's development We greatly appreciate that SAS has provided the opportunity for our children to grow and excel in these areas.

What don't people know about SAS that you think is important to share?

As Chinese parents, our hope is that our children can continue to improve their proficiency in the Chinese language As an international school, SAS has exceeded our expectations Both our sons have excelled tremendously in their mother tongue Kudos to the SAS middle school and high school Chinese language teachers!

Why has it been important for you to support SAS with your time and/or your philanthropy?

Education changes lives We are extremely grateful for the education that we have received and where it has brought us today. A great education, community, and environment are very important in character building This is the main reason why we chose to give back to our alma maters Our support for my (Mr Li's) middle school in Wuhan has enabled them to be the first school in China to set up an independent foundation Our contribution to the Renmin University of China allowed the establishment of the China Institute for Philanthropy and Social Innovation, a university based think tank and a research and education center of philanthropy, which brings together cross disciplinary research in order to become the engine of social innovation. We also supported the China Global Philanthropy Institute, launched in 2015 by a joint initiative of Chinese and US philanthropists, including Bill Gates

What inspired you to make this gift in particular?

The inspiration behind Li Foundation's gift came from a belief and an intention to support the education systems and schools that enable us to grow into better individuals Li Foundation's mission is to inspire and impact lives by maximizing everyone ' s potential. This has been a Li family tradition and we hope to keep this tradition going by supporting the SAS foundation.

Why is it important for the community to support SAS?

Our core values at Li Foundation are innovation, integration, and impact We believe it is important for the community to give strong support to educational institutions such as SAS, enabling the school to push forward innovative ideas by integrating the people and resources cohesively, generating positive influence for the next generation