Impact Report 2022-23 by Singapore American School

2022–23

THE IMPACT OF YOUR GIVING IMPACT REPORT

EDITORIAL TEAM Austin Tomlinson Sarizan Ahmad Mariana Alvarado Kristine Petersen Nurfariha Ab Rashid

THANK YOU 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$3.7 million in gifts between July 1, 2022, and June 30, 2023. As you will read in this report, philanthropy funds day-to-day initiatives as well as big-picture opportunities that support the school’s strategic areas of focus:

CONTRIBUTORS Chris Beingessner Jared Bildfell Ryan Bruce Jason Cone Kim Criens Ali Cuthbert Carmine Filice Tina Forbush Dr. Jennifer Foss Dr. Amy Gile Renée Green Dr. Christine Henning David Hoss Dr. Andrew Miller Laura Mohl Tracy Nagesh Ian Page Anthony Poullard Matthew Rogers Dr. Jennifer Sparrow Dr. Tim Trainor Nicole Veltze Dr. Anne Wenstrom

CONTACT sasfoundation@sas.edu.sg +65 6360 6334

EXCELLENCE

EXTRAORDINARY CARE

POSSIBILITIES

SAS regards philanthropy as of utmost significance, enabling us to fortify our standing as a global frontrunner in international education. Each and every one of our contributors, including you, contributes to this source of strength. Thank you again for your generosity and supporting the people, places, and programs that make SAS extraordinary.

To make your gift online, please go to:

www.sas.edu.sg/makeagift

CONTENT

introduction

excellence

extraordinary care

possibilities

why we give

EVERY GIFT MAKES A DIFFERENCE We would like to extend our gratitude to our donor community, which was instrumental in making an impact on the overall educational experience at Singapore American School. Our school was supported in this way by more than 1,400 families, including current and former parents, educators, and alumni. Parent participation reached 27 percent, and 41 percent of our educators contributed to SAS through the annual giving program. We invite you to celebrate the impact of your giving at SAS. 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 in the lives of our students, contributing to the legacy of extraordinary care that we continue to provide. Thank you!

Tom Boasberg

Superintendent Singapore American School

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Austin Tomlinson

Chief Advancement Officer Singapore American School

RAY ZAGE

Chair, SAS Foundation (Singapore)

EXCELLENCE Advanced Topics

Dance

Athletics

Music

Catalyst Project

Swimming

Chinese Immersion

Visitors-in-Residence

EXTRAORDINARY CARE Compassion Fund

Professional Development

Diversity and Inclusion

Service Learning

Interim Scholarships

Social and Emotional Support

Play Spaces

Working On Wellness

POSSIBILITIES Classroom Without Walls

Robotics

Creativity Center

SAS Rainforest

Experiential Learning

Speaker Series

Makerspace

STEM

RUDY MULLER

President, Singapore American School Foundation (US)

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EVERY STUDENT LEARNS AT HIGH LEVELS

EXCELLENCE 3

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Schoolwide

CLIMBING WALL The 2022–23 climbing team, consisting of 21 climbers from grades 6-12, has had a very successful year. It is the only team at SAS that spans two separate divisions allowing older climbers to become outstanding role models, and younger climbers to receive additional support and guidance. Looking ahead, it is thrilling to see that try-outs for 2023–24 have seen a significant increase in the number of students aspiring to be part of the climbing team—a true testament to the success of the program.

VISITORS-IN-RESIDENCE The Visitors-in-Residence program offers a unique opportunity to collaborate with internationally recognized authors, illustrators, musicians, playwrights, visual artists, and other professionals, allowing them to work side-by-side with our students and teachers. Its impact spans all grade levels from pre-kindergarten through twelfth grade, as students are exposed to the craft and expertise of these professional artists, fostering a lifelong appreciation for the arts. Over the course of the program, we’ve had the privilege of hosting 28 diverse visiting artists, including poets, playwrights, and novelists, enriching the learning experiences of our students. Master artists, dancers, award-winning authors, and illustrators all played a significant role in shaping the creative development and self-expression of our students across all three divisions of the school.

This year, SAS organized its first-ever International School Climbing Competition, with 115 climbers from five international schools in attendance. SAS students did an incredible job organizing, setting up, and running the event, truly embodying the spirit of SAS ambassadors. Thanks to the generosity of our donors, the climbing gym has a new look. All the holds were taken down, and 41 new different routes were reconfigured. Additionally, more holds were purchased to continue providing new and challenging routes throughout the year. The growth of competitive climbing at SAS is remarkable, as it provides more opportunities for students to thrive in this sport.

These visiting artists left a lasting impact on our students and also enhanced the learning environment for our staff and parents. For instance, professional learning sessions were conducted to provide support for children dealing with depression and anxiety, ensuring a well-rounded approach to education. Some notable moments during the program included award-winning author Kekla Magoon's insightful sessions, where she taught creative research and writing strategies to our middle school students. The impact of her teachings was evident in the feedback from the students themselves:

"Kekla Magoon changed my life. She made me reflect on my reading and writing on a whole new level, and I don't think I will ever approach reading and writing the same way again."

"Working with her was really fun. I learned a lot about developing characters and exploring different perspectives. It was a truly enjoyable experience, and I wish it could've been longer."

Overall, the program's success was marked by the broad array of talents that contributed to our students' growth and appreciation for the arts, leaving a lasting impact on their educational journey.

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ELEMENTARY SCHOOL

BEST FOOT FORWARD The Best Foot Forward fund serves as a valuable resource to assist students in participating in activities and athletics, especially when families may face financial challenges. The goal is to ensure that no student is hindered from engaging in activities they have been selected for due to financial constraints. During this academic year, we extended our support to three students across three different areas: service/leadership, robotics, and IASAS athletics. All three students immensely benefited from the fund, as it subsidized the costs associated with their activities and travel expenses. We are proud to report that these three students were able to actively participate, and their families expressed heartfelt gratitude for the support they received. Each student represented SAS with great pride, and upon their return, engaged in thoughtful reflection with us. The existence of this fund is a source of immense gratitude, as it enables us to provide assistance to students facing financial need, while ensuring equal opportunities for all and fostering a sense of inclusivity within our community.

LANGUAGE INTERPRETATION Several years ago, SAS made a strategic decision to introduce language interpretation services for specific events throughout the year, catering to our three most commonly spoken languages after English: Chinese, Japanese, and Korean. To facilitate this service, an initial investment was made in interpretation headsets and have continued to invest in individuals with the expertise to perform simultaneous interpretation. This service has been extended to various school activities, including conversations with the superintendent, learning walks, college counseling events, and more. With the diverse representation of over 65 nationalities within our community, we recognize the importance of addressing the unique needs of our families. The language interpretation program has proven to be instrumental in connecting with families by engaging them in their preferred language, fostering richer conversations, and facilitating a deeper understanding of critical topics. Notably, this year the school organized the inaugural college counseling sessions in Chinese and Korean, and they were a resounding success, drawing the highest attendance with over 40 attendees at each event. The feedback from participating families was overwhelmingly positive, sparking further engaging conversations and strengthening our connections with them. The language interpretation services have become an invaluable asset in promoting inclusivity, effective communication, and stronger community bonds. SAS remains committed to enhancing these services to meet the evolving needs of our diverse student body and families.

CHINESE IMMERSION PROGRAM Philanthropic support enabled us to make substantial improvements in the availability of essential Chinese immersion learning resources. In the past year, we directed funds towards procuring high-quality literacy books, establishing individual classroom libraries for students from kindergarten through third grade. These well-equipped libraries have nurtured a love for reading among our young learners while building language proficiency. Understanding the importance of an immersive learning environment, contributions helped to purchase culturally appropriate resources. These enhancements fostered environments that are conducive to effective language acquisition and cultural understanding. The spaces created through funding have become a cornerstone of our students' enriched learning experiences. Another noteworthy aspect of philanthropic impact is the training provided to our dedicated instructional assistants. Through your support, these professionals received training in administering oral proficiency index assessments. This has not only enhanced the program's effectiveness but also contributed to the professional growth of our staff members, ensuring that they always have access to innovative language teaching methodologies.

CHINESE LIBRARIAN INSTRUCTIONAL ASSISTANT Our school’s dedication to excellence, extraordinary care, and fostering possibilities is exemplified through the recent investment in a Chinese section in the elementary school library. This investment reflects the school’s unwavering belief in the importance of culturally responsive practices for all students and educators. SAS takes pride in celebrating our diverse community of learners. Thanks to the generous donations from our community, we have successfully recruited and retained a Chinese bilingual instructional assistant. This dedicated assistant plays a crucial role in guiding our young elementary school learners to navigate the Chinese library collection, which is filled with a wealth of learning resources. This bilingual library serves students from kindergarten though fifth grade, and supports the development of Chinese language skills while providing a culturally responsive library experience. The school is grateful for the efforts of our Chinese library instructional assistant, who collaborated with the library team and elementary school leaders to design a space that allows young learners to explore, discover, and learn more about Chinese culture, language, authors, and heritage.

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middle SCHOOL

As the school moves forward, the goal is to expand the the program by enhancing the library experience for students. This will be achieved by recruiting a Chinese-speaking librarian to join the team and work in partnership with the current instructional assistant.

CLASSROOM LITERACY BOOKS Throughout the past year, the elementary school classroom literacy book program ensured that highquality literature is accessible to all students, from preschool through fifth grade. This has transformed classrooms and the school library into vibrant hubs of learning and imagination. Last year, we were able to provide more than just English-language literacy resources. Resources in Chinese and Spanish were also made available, celebrating the linguistic diversity of our student body. These resources have not only empowered language acquisition but also enriched cultural understanding and appreciation among our students. We look forward to nurturing generations of lifelong learners who will thrive in an ever-evolving world.

ACTIVITIES, ATHLETICS, AND CLUBS Throughout the 2022–23 school year, elementary school activities, athletics, and clubs helped students flourish and develop self-awareness and connections with others. One of the activities supported by giving is the marathon club for students in third, fourth, and fifth grades. Donor support has empowered this program, inspiring students to embrace the joy of running and cultivating essential goal-setting skills for a healthy and active lifestyle. Marathon club T-shirts were provided to every participant, contributing to a sense of pride and camaraderie among student runners. Supporting elementary school activities, athletics, and clubs enabled us to offer Eagle Day activities at the end of the year. Students across all grades in elementary school were able to participate in a fun and active field day experience together.

EAGLE DANCE CLUB The Eagle Dance program is a generously funded program aimed at keeping costs affordable for all participating students. Currently, the program is successfully running in both the elementary school and middle school levels, with plans to expand it to the high school next year. Foundation funds are utilized to subsidize dance class fees for families and cover various production expenses, including costumes, photographers, and more. Last year, during the second semester, the program saw an impressive participation of 116 dancers, while the first semester witnessed 96 dancers. This remarkable engagement is supported by a team of six professional dance teachers, ensuring a high standard of instruction and mentorship. One of the key strengths of this program lies in its accessibility due to the low cost, allowing students from diverse backgrounds to explore and engage with dance as an art form. Students gain valuable exposure to dance and performance, witnessing a noticeable growth in their skills and self-confidence.

ACTIVITIES & ATHLETICS The middle school activities and athletics program provides a wide variety of activities that are open to all students without any associated fees. A significant portion of these activities are facilitated by educators, fostering positive relationships between educators and students during these program offerings. The aim is to offer something for everyone, ensuring inclusivity and diversity in participation. The SAS Foundation's generous funds play a crucial role in enhancing our program's quality and reach. These funds are utilized to provide necessary equipment for the activities, cover registration fees for sports leagues, provide apparel for students and coaches, and fund special events. Some of the notable achievements and activities facilitated by these funds include participation of over 60 basketball players in HoopMania, purchase of materials that benefit all middle school students, and successful organization of two cooking activities. These funds impact athletes, artists, academics, and all those who engage in various activities as well as educators who are empowered to provide outstanding experiences for students.

The introduction of dance into co-curricular programming for elementary school students has opened up new opportunities, and the program's success is evident in the continued interest of students as they progress into higher grade levels.

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HIGH SCHOOL

MIDDLE SCHOOL DANCE Dance transcends mere technique and choreography; it serves as a powerful platform for self-expression, fostering confidence, and creating safe spaces where students feel a sense of belonging. Donor funding has made dance accessible to students seeking to explore the art form for pure enjoyment and to those aspiring to make dance their career. Donor support received for the middle school dance program facilitated the process of rebuilding the program after the challenges posed by the COVID-19 pandemic. The substantial increase in shipping and material costs, coupled with the demands of the new elective schedule (twice the number of courses and students), placed a strain on the current budget. Generous contribution has been instrumental in providing dancers with the opportunity to partake in high-caliber productions and explore the world of dance.

ACTIVITIES & ATHLETICS

The program was able to procure essential materials for various productions, such as fabric for Aladdin set decoration and curricular class costumes for Star Wars characters, including Storm Troopers, Lightsabers, Mandalorian, and Grogu. Production costs were covered for the Star Wars performance and to engage local guest artists for class workshops.The impact of the funding is far-reaching, successfully facilitating productions involving 250 middle school and high school dancers for Aladdin and 250 middle school dancers for Star Wars.

Students recently played the first official game representing SAS. Regular training sessions are now conducted on campus, providing ample opportunities for skill development and teamwork. The cricket community at SAS has grown rapidly, with over 300 students actively engaging in this sport. The positive response from our student body highlights the value and importance of offering multiple athletic options to cater to diverse interests and talents. Funding support has made this expansion possible, enabling the continued growth and success of our sports programs in nurturing well-rounded individuals and instilling valuable life skills in our students.

SAS is excited to announce the addition of cricket as part of its sports offerings, thanks to the collaborative efforts of a vendor and the support of some of our educators. The generous support of our donor community enabled the provision of equipment, impacting the students' ability to actively participate in cricket games.

Our community’s generosity brings immense value to each dancer, making them feel special and valued. Costumes play an important role, turning potentially insecure middle school students into confident performers. The materials we acquired contribute to the safety and training of our dancers. The professional photography services ensure that cherished memories from performances will last a lifetime. Funding support allows our educators to focus on teaching and providing the best possible experience for our Eagles.

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HIGH SCHOOL DANCE The funds generously donated to the dance program were used for the purchase of costumes for our high school dance shows. The program also acquired costumes for the character show, Aladdin, which were exquisitely handmade. They were instrumental in providing costumes for the junior varsity dance team. Notably, a significant portion of the funds was allocated to purchase leotards in a variety of skin tones, a decision that held great importance for fostering inclusivity within our dance community. The show, Aladdin, was met with resounding success, thanks in part to the meticulously crafted costumes that brought the storyline and characters to life. The junior varsity dance team also benefited from the professional costumes they had for their performance, which will be showcased in the prestigious National Dance Honor Society Recital in the US. The success of our dance program is not solely measured by the performances on stage but by the sense of belonging and acceptance felt by each and every student.

AWARDS SAS holds an annual ceremony where students are awarded for their dedication to our mission, vision, and learning aspirations. In the 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. Generally, annual awards are recommended by an educator 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 these funds will aid them in their future educational pursuits.

HIGH SCHOOL DEBATE

Scott Seator Ambassador Award

Our high school debate program witnessed significant progress and success through the implementation of several key initiatives. Working in collaboration with one of Singapore's most esteemed coaches, beginner debaters received extensive support. Expertise of external coaches bolstered our team's performance at prestigious events like the International Debate Weekend and the Oldham Cup. As a symbol of professionalism and distinction, we invested in debate blazers for our students to wear with pride at tournaments.

This award, established in memory of Scott Seator of the class of 1987, goes to the senior who has demonstrated the kind of critical thinking needed to solve our world’s most difficult problems, who has been involved in other cultures, and contributed to making the world a better place. The award of S$1,500 is made possible by an endowed fund created by Scott Seator’s family, teachers, former classmates, and other members of our community.

A diverse group of debaters participated in the program, including 40 enthusiastic ninth and tenth grade students and 12 advanced debaters from eleventh and twelfth grades. Throughout the year, they dedicated over 100 hours participating in various tournaments. Notably, our beginner and intermediate team achieved remarkable success, reaching the semi-finals of the national Singapore Secondary Schools Debating Championships. Meanwhile, our advanced team made strong showings at both IASAS and the Oldham Cup, with SAS debaters securing top 10 speaker positions at these prestigious competitions. Moving forward, we are excited to continue expanding our debate program and providing valuable opportunities for our students to excel.

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Vayun Mathur Class of 2023

Last year the award was presented to Vayun Mathur (class of 2023). Vayun is an exceptional student whose remarkable contributions and problemsolving abilities have made a lasting impact on the global community. His groundbreaking work in healthcare technology, such as developing a myoelectric prosthetic arm and creating The Smart Bin app for sustainable waste management, showcases his commitment to addressing the world’s most challenging problems. Vayun’s unique ability to combine engineering and human biology has paved the way for transformative advancements, providing hope for individuals seeking functional and affordable prosthetic solutions. His ingenuity, compassion, and determination to create a better world serve as an inspiration for us all.

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Burdell-Wood SCHOLAR-Athlete Awards These awards recognize two seniors whose academic and athletic careers have been exemplary, who are models to others, and who demonstrate outstanding integrity, selfdiscipline, and courage. The award prize of S$750 is made possible through gifts from former parent volunteers Frank Burdell, Jr. and Kay Wood, our Booster Club, the American Association, and other generous friends. Last year’s annual Burdell-Wood Scholar-Athlete Awards were presented to Viraaj Mehta (class of 2023) and Samantha Wang (class of 2023).

Taylor Saich Award This award, established in memory of Taylor Saich of the class of 1999, is given to a senior who enriches the lives of others through dedication to the arts or other creative pursuits. Taylor’s family, educators, parents, and interested members of the SAS community set up this S$500 award in his memory.

RIPLEY CRAIG Class of 2023

Last year’s recipient was Ripley Craig (class of 2023), who a true embodiment of creativity and dedication to the arts. Through her unwavering passion, Craig has enriched the lives of others and made creativity an integral part of the intellectual and cultural landscape at SAS. Her exceptional musical talent and relentless commitment have propelled her to remarkable heights, showcasing her mastery of multiple instruments and earning international recognition through solo competition victories. Not only a skilled performer, Craig has also demonstrated her creative prowess by co-writing and staging a full musical. With her ongoing oneperson show, Really Interesting Person, Craig’s artistic journey promises continuous growth and evolution.

VIRAAJ MEHTA Class of 2023

SAMANTHA WANG Class of 2023

Blair Sonnenberg Award

CHLOE HANFORD Class of 2023

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: Matthew Hopkins (class of 2026), Lucius Tjiputra (class of 2025), Sarah Jafary (class of 2024), and Viraaj Mehta (class of 2023).

Established in memory of Blair Sonnenberg, an SAS student who passed away in 1996, this award is given to the graduating senior who has embraced cultural competence by devoting 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 was Chloe Hanford (class of 2023). Hanford’s exceptional commitment to service is evident through her leadership as an officer for the Executive Service Council, her impactful contributions to Project Dignity, and her active participation in the Social Studies Honor Society and IASAS debate. Her empathy, authenticity, and unwavering compassion shine through her advocacy for meaningful causes, making a profound impact on the SAS community and beyond.

SAS Student Advocate Award The SAS Student Advocate Award was generously established by the school’s leadership team. This award honors a senior who exemplifies our core values, who 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 Student Advocate Award is Amora Krishna (class of 2023).

AMORA KRISHNA

Impact report

MATTHEW HOPKINS

Lucius Tjiputra

Sarah Jafary

Class of 2026

Class of 2025

Class of 2024

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Viraaj Mehta

Class of 2023

Amora has demonstrated exceptional leadership and a commitment to diversity, equity, and inclusion within our community. Her journey as an advocate began by actively engaging in the JUMP! Foundation’s DEI Collective, where she deepened her understanding of advocacy and its importance. Taking her knowledge into action, Amora played a pivotal role in leading She’s the First, a service club dedicated to gender equality. She contributed as a founding member and officer of STRIDE and our student DEI leadership team. She also leveraged her role in dance performances to showcase and celebrate diverse cultural expressions. By challenging body norms and fostering inclusivity within the dance community, Amora has reshaped our school’s cultural landscape. Her advocacy work extends beyond initiatives; it is an integral part of her identity. Through her dedication, SAS has become a more equitable and inclusive environment.

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EVERY STUDENT IS KNOWN AND ADVOCATED FOR

EXTRAORDINARY CARE

Schoolwide

COMPASSION FUND

Many teachers sought individual debriefs to further explore their own intercultural competence, demonstrating a strong commitment to personal growth and improvement. An encouraging outcome of the work in developing culturally responsive practices led by DEI specialists has been the increased confidence and engagement among educators. This year, the DEI Exchange saw a significant rise in the number of SAS educators presenting, with over 30 educators volunteering to share their learning and expertise.

We are extremely grateful for the Compassion Fund, which plays a vital role in providing financial assistance to members of the SAS community who are facing challenging circumstances and require support. Similar to the previous year, the Compassion Fund has once again proven to be invaluable in helping three community members who were confronted with significant medical needs or diagnoses that surpassed their financial resources or insurance coverage. By alleviating the financial burden during such difficult times, we have been able to provide much-needed relief and support to these individuals. This year's funds have also been directed toward supporting the Fuchun Community Centre. This initiative is aligned with our goal to enhance our engagement with and understanding of the Woodlands community. By channeling funds to support the community center, we are actively participating in community building and fostering meaningful connections between SAS and the local community. This collaboration not only benefits the neighboring community, but also provides our students and staff with opportunities to learn from and contribute to the broader community in a meaningful and impactful way.

WORKING ON WELLNESS (WOW) The WOW program is designed to support educators in nurturing their well-being and fostering a sense of community. With a strong emphasis on wellness, the program offers a variety of convenient and healthy options to educators, focusing on their physical, creative, and spiritual growth. This commitment to wellness plays a crucial role in cultivating a healthy organizational culture within SAS. The generous WOW funding has made it possible to provide a wide range of exciting programs for our employees. Noteworthy among them are cultural performances, fitness classes, cooking experiences, historical tours, art workshops, and speaker events featuring distinguished figures like anthropologist Dr. Jane Goodall and guest artist Gregory Burns.

DIVERSITY, EQUITY, AND INCLUSION (DEI)

Our primary focus has been on supporting teachers in cultivating culturally responsive practices to better cater to the needs of our diverse student population. To achieve this, DEI specialists conducted workshops at each division, aimed at deepening understanding and implementation of these practices. Additionally, DEI specialists facilitated the Intercultural Development Inventory (IDI) process, providing group debrief sessions to help teams comprehend their interactions across different cultures. This year, the allocated funds were used in two key areas—administering the IDI and funding the DEI Exchange as part of professional development for our educators. A crucial step in this process involved reflecting on one's biases and experiences, for which the IDI proved invaluable. All 750 employees had the opportunity to attend workshops during the DEI Exchange, promoting collective learning and growth. Every teacher participated in the IDI process, and a total of 30 IDI groups and 150 individual IDI debriefs were conducted. The DEI Exchange workshops offered a diverse selection of 30 different sessions to cater to teachers' professional development needs.

WOW has been remarkably successful in engaging employees, as evidenced by employee engagement scores exceeding 90 percent. The program has benefited our educators, with more than 700 employees across various departments enjoying access to WOW activities and hundreds actively participating in its various initiatives. In line with our school's commitment to providing exceptional care, the WOW program serves as a valuable resource for educators, enabling them to prioritize self-care and well-being. By equipping them with convenient and healthy avenues for personal growth, the program empowers educators to bring their best selves to the classroom. The WOW program has not only inspired our talented employees but has also attracted skilled members from the wider community who willingly contribute their expertise to enrich the program's offerings. As a result, educators have the opportunity to explore new passions and skills—piano playing, Chinese language, financial wellness, yoga, or rock climbing. Through this diverse range of activities and programs, WOW forges connections and fosters a sense of belonging among our educators, promoting a thriving and harmonious work environment.

The impact of the funding has been significant, empowering SAS to support teachers in elevating their practices collaboratively. The IDI process prompted teams to engage in deeper reflections on their biases and experiences, leading to a review of the curriculum and collective practices. Teachers proactively evaluated and implemented strategies to create inclusive classroom environments for all students.

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EXTRAORDINARY CARE

JOY FUND FOR EDUCATORS

The sense of joy and purpose in learning forms a fundamental part of the ethos embraced by our school. We firmly believe that fostering joy creates a safe, inclusive, and healthy workspace, wherein educators feel a deep sense of commitment. As an institution, we take pride in leading by example and sharing joy with our educators in their day-to-day work environment. We recognize that infusing joy into the workplace not only uplifts spirits but also has a positive impact on retention by adding an element of fun. To achieve this, we have adopted various initiatives aimed at bringing joy to the lives of our educators. From inviting a local ice cream truck to campus, to gifting educators handy travel wallets, we constantly seek to add moments of happiness. The new educator welcome basket and the occasional refreshing surprise of coconut water in their classrooms are among the small tokens of appreciation we offer to continually bring joy to our educators. The impact of these gestures has been heartening, with over 90 new teacher welcome baskets delivered, hundreds of ice cream treats served, and more than 700 coconut water packs distributed. Our educators have expressed their deep gratitude for these thoughtful acts. One teacher remarked, "Knowing so many other teachers in Singapore, I realize that the care for teachers is not the same everywhere, and I am profoundly grateful for the position I am in at SAS!" Another educator highlighted the significance of coming together post-Covid and how the unexpected treats funded by the Joy Fund made these moments even more special.

SUPPORT SERVICES The support services team dedicated their efforts to training and implementing tier two (2) interventions with the goal of enhancing literacy and math skills. These interventions included the implementation of the Wilson Reading Systems program and other evidence-based practices. We also collaborated with our World Language teachers to offer strategies and accommodations to students with dyslexia who were learning Chinese, with the support of the Dyslexia Association of Singapore. Thanks to the generous funding we received, we made significant progress in supporting students with dyslexia. A portion of the funds was allocated to provide training to more than 20 teachers through the Dyslexia Association of Singapore. We also utilized the funds to procure high-quality intervention materials. The impact of this funding has been remarkable. We successfully facilitated training for 24 teachers, empowering them with a better understanding of how to identify and address student needs. Through data analysis and assessments, our teachers have gained deeper insights into how students decode and process math, leading to more effective collaboration among teams. This collaborative approach has been instrumental in helping students strengthen their skills and bridge gaps in their learning, ultimately empowering them to work independently. Our targeted math literacy interventions have been particularly effective, enabling learning support teachers to identify and assist students who were previously overlooked. Notably, one high school student, through the targeted math interventions, achieved mastery of basic skills that had posed challenges in the past. Similarly, several other students received phonics instruction that now allows them to comprehend complex texts. The direct impact of these interventions on students' progress is evident and inspiring. Through the combined efforts of our team, the support of the Dyslexia Association of Singapore, and the invaluable funding received, we have been able to make a tangible difference in the lives of our students with dyslexia. The strides we have made in improving their literacy and math skills have instilled a sense of empowerment and achievement, enhancing their overall learning experience. We remain committed to continuing our efforts and exploring innovative approaches to ensure every student receives the support they need to thrive academically and personally.

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TEACHER LEADERSHIP DEVELOPMENT At SAS, each teacher is an integral part of a professional learning community (PLC). Three years ago, we introduced the PLC coach model to bolster teacher collaboration and provide individualized coaching. In this model, experienced teacher team leads dedicate a portion of their time to teaching and the other part to coaching fellow teachers on their teams, fostering a culture of team-based learning. Over the past three years, our PLC coaching program has experienced substantial growth, expanding from 10 to 35 coaches. Thanks to the funding we received, 13 of our PLC coaches have had the opportunity to undergo one-to-one executive coaching, focused on developing their leadership skills. Additionally, we ensured that all existing and prospective coaches had the chance to attend the renowned Cognitive Coaching training. In a recent training session, we successfully prepared 23 new coaches and leaders, while also hosting an advanced training for 26 returning coaches. The impact of our coaching initiatives has been significant. We have hosted more than 250 individualized one-to-one executive coaching sessions this year alone, aimed at honing the leadership skills of our PLC coaches. Our 49 PLC coaches and teacher leaders have collectively participated in over 32 hours of cognitive coaching professional development. This extensive training and support have empowered our 35 PLC coaches to work with and elevate the skills of over 210 teachers throughout our school community. Feedback from our PLC coaches regarding the cognitive coaching approach has been overwhelmingly positive. One coach remarked that the asset-based approach and language used in the coaching sessions have been instrumental in guiding both teachers and students to recognize their possibilities. The adoption of cognitive coaching as the default coaching practice at SAS has strengthened rapport and trust between coaches and coachees. This coaching method extends to interactions between teachers and students, fostering a supportive environment that empowers learners to become selfdirected thinkers. We take pride in the success of our PLC coach model and the transformative impact it has had on our teachers and students alike. The continuous growth and development of our coaches allow us to foster a dynamic and enriching learning environment at SAS, promoting excellence in education and cultivating the potential of each individual within our school community.

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EXTRAORDINARY CARE

ELEMENTARY SCHOOL

middle SCHOOL

PROFESSIONAL DEVELOPMENT FOR INSTRUCTIONAL ASSISTANTS

HOUSE AND ADVISORY PROGRAMS

The elementary school Professional Learning Specialist for Instructional Assistants holds a 0.5 position, specifically established to design, coordinate, implement, and evaluate professional learning experiences tailored to our instructional assistants (IAs). Collaborating closely with the Office of Learning and elementary school leaders, the specialist ensures that professional learning aligns with the school's strategic direction and focuses on prioritized areas of growth. The offerings have been instrumental in reinforcing the vital role of IAs as co-educators in classrooms, fostering a culture of learning and continuous growth.

The generous philanthropic support has played a significant role in supporting our house and advisory programs, nurturing a sense of community and fostering social-emotional growth among our students. Through the house program, students forge valuable peer-teacher bonds through engaging teamwork and leadership activities. Alternatively, the advisory program provides students with a platform to reflect on their well-being and receive essential guidance from teachers. We extend our heartfelt gratitude for your contribution to our students' well-rounded development.

Throughout the year, a diverse range of professional learning prototypes was developed, executed, and reviewed. These included whole group workshops, which saw active participation from over 130 IAs, as well as choice workshops, subject-specific/specialized workshops, off-campus teacher/IA professional learning, grade-level workshops, in-class coaching sessions, and collegial share workshops, where IAs taught and learned from their peers. The impact of these professional learning experiences has been remarkable, with over 130 elementary school IAs actively engaging in the professional development opportunities provided. More than 50 unique learning experiences were offered, catering to the varying needs and interests of our dedicated IAs. Additionally, over 45 IAs benefited from one-to-one coaching sessions, conducted three times each. The professional learning initiatives have effectively built capacity and confidence among our IAs, enhancing their ability to support student learning and well-being across various domains. They have also grown in their expertise in Responsive Classroom practices, social-emotional learning, problem-solving, conflict resolution, mathematics support, STEAM, conferencing with readers and writers, supporting early years learners, and specialized art studio skills. This newfound knowledge and skills enhancement promise to strengthen interactions with students and provide valuable instructional support.

The impact of your support is evident in the improvements we have made to our house program. Now, with house socks and shirts, our students exude a sense of unity and pride, promoting a stronger sense of belonging. The funds have also facilitated various house activities and school events, further strengthening the community spirit. As for the advisory program, we have subscribed to services that enable leaders to design captivating lessons, and we have procured essential supplies for activities, enriching our social-emotional learning curriculum. Over 1,000 pairs of house socks were distributed to our students, along with more than 100 house shirts for new teachers and students. A total of 81 advisories came together to carve pumpkins for Halloween, fostering creativity and community spirit. Another example of how your grant has made a difference is our Field Day activities. With the Goose Chase app, students participated in fun and interactive team-based challenges. Throughout the year, our teachers have continued to use the app for engaging activities, enhancing the overall learning environment.

One of our IAs expressed appreciation for the training and sharing expertise in writing conference slides. They mentioned how appreciative they were of the initiative to train IAs, and they found the sessions immensely valuable. The knowledge gained will undoubtedly benefit our IAs and the students they support, making a lasting positive difference in our learning community.

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EXTRAORDINARY CARE

HIGH SCHOOL

INTERIM SEMESTER SCHOLARSHIPS Our alumni routinely share tales of their Interim Semester experiences, highlighting these as among the most cherished moments of their time at SAS. For five decades, Interim Semester has been a cornerstone of our school's identity. In recent times, a notable shift has taken place in who pays SAS tuition and fees, as more families pay themselves rather than receiving company sponsorship. Additionally, while we strive to contain costs, the expenses for various activities have been on the rise. Following our commitment to inclusivity and equal opportunities, we launched the Interim Semester Scholarship Fund in 2017. This initiative was crafted to help high school students from families facing financial constraints to embark on their desired Interim Semester experiences. Last year, a record 22 high school students were granted Interim Semester scholarships, enabling them to participate in a range of adventures in Singapore. From surf skating, kayaking, and biking to woodworking, offshore island visits, and even aerial yoga sessions, these experiences left an indelible mark on their lives. The impact of Interim Semester scholarships is profound, extending beyond students’ time at SAS. We witness our students' personal growth and development as well as connections they develop with the broader community that enrich their own and others’ lives.

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HOUSE AND ADVISORY The house and advisory programs play a pivotal role in providing our students opportunities to forge meaningful connections with their peers and educators beyond the confines of the classroom. Twice each week, advisory group meetings foster a sense of camaraderie. Additionally, regular house shirt and spirit days enhance the sense of community and belonging. The house and advisory programs host a variety of events designed to promote school spirit, encourage participation in fun activities, and foster friendly competitions. In the 2022–23 school year, funds allocated to these programs were put to excellent use, enriching the student experience in various ways. Students were treated to an ice cream social, holiday celebrations, and end-of-year goodie bags. Props and decorations for a student-organized spirit week added to the vibrant campus atmosphere, and Eagle Day activities strengthened students’ sense of community. The advisory program also helped create connections for high school students new to SAS in all grade levels. The feedback from our new students and families has been overwhelmingly positive, as they felt a greater sense of belonging and connectedness after participating in advisory and associated activities. The program has proven instrumental in helping new students quickly make friends and get involved, ensuring a smooth and successful transition to life at SAS. By providing platforms for connection, engagement, and celebration, the house and advisory programs foster community and belonging among our students. We are committed to creating a supportive and inclusive environment that empowers every student to thrive academically, socially, and emotionally at SAS.

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EXTRAORDINARY CARE

PEER SUPPORT Peer Support at SAS is dedicated to cultivating a welcoming environment for new students in the high school. Recognizing the significance of pre-arrival and post-arrival support, Peer Support strives to provide assistance throughout the year. Events are designed to help new students adjust to the school culture and feel at ease. United Nations Day, and Good Vibes Day are some of the initiatives through which a culture of well-being is promoted. Donor funds have played a pivotal role in supporting student social engagements. This includes hosting Peer Support’s annual retreat, organizing games, and ordering member T-shirts to help new students seek support when needed. Peer Support has significantly contributed to the successful transition of 142 new students to SAS, facilitating two Good Vibes Days and leading personal academic counseling seminars for ninth grade students. Peer Support has been instrumental in creating a welcoming environment for all community members, instilling a sense of belonging and inclusion. When individuals are embraced and supported by their peers, they are more likely to feel comfortable and self-assured in their new surroundings. SAS Foundation funds have been instrumental in advancing Peer Support’s mission of ensuring that every student feels welcomed and valued within the SAS community.

EXECUTIVE SERVICE COUNCIL The Executive Service Council (ESC) is composed of six elected representatives who work with dedicated educators to provide support for all SAS high school service endeavors. With over 60 service clubs and initiatives, our high school community has a far-reaching and profound impact on various causes and communities. Our commitment in this area is reflected in the ESC Service Scholarship program, which provides funds to facilitate a range of service-related activities including outings, workshops, guest speaker sessions, and webinars. The SAS community has effectively used these scholarships to advance and enhance service initiatives across the school. This vital support system contributes significantly to the growth and improvement of service at SAS. Last year’s service community's theme was "rebuilding traditions and reconnecting with the communities we serve," reflecting the lifting of Covid-19 restrictions. The ESC Fund played a crucial role in empowering students to make substantial strides in fulfilling this vision. A few notable examples included aiding families by supporting Project Dignity, the Ronald McDonald House, and making it possible for the Frontline SG club to distribute care packages to frontline workers.

MATH CENTER The math center was established as a systematic means for high school students to access math support on campus during the school day. Collaborating closely with our math teachers, our tutors are available from 7:30 a.m. to 4:30 p.m. in the library to ensure that students are making steady progress in their math classes. The program is also exploring extension opportunities for students interested in advancing their mathematical learning. With support from the SAS Foundation, three math experts were recruited to offer one-on-one tutoring services and provide classroom support during math content review days. Funds were also used to procure additional learning and enrichment materials for the math center. The impact of the math center is impressive, including 262 days of help, 26,435 minutes of one-to-one tutoring, 15 math classes helped, and 30 direct referrals from classroom teachers. A total of 237 students have benefited, with 806 separate sessions held. These students have shown significant improvements in their math classes, and their feedback reflects genuine appreciation for the supportive environment it has fostered. Now a vital resource for students seeking math support, the math center has helped students gain confidence and improve their academic achievement.

The ESC is dedicated to fostering a culture of service and making a meaningful difference in the lives of those we serve. Together, we forge a path of compassion, service, and positive change, demonstrating the collective power of our SAS community.

COLLEGE COUNSELING The SAS college counseling team is committed to staying abreast of current trends in the ever-evolving college admissions landscape. By attending conferences and visiting colleges, our counselors stay informed and forge strategic relationships, enhancing the SAS student and family experience while bolstering SAS's reputation in the field. Last year, SAS college counselors visited and engaged with admissions representatives in California, Colorado, Illinois, Indiana, Iowa, Maryland, Massachusetts, Minnesota, New York, Texas, Virginia, Washington D.C., and Wisconsin. To serve students interested in non-US universities, they also explored colleges in Korea, Spain, and the UK. Six of our counselors participated in conferences, and four were selected as presenters. First-hand knowledge of schools and admissions leaders equips our college counselors to provide knowledgeable recommendations and address family inquiries about different institutions. Funds supporting our college counselors help us to serve families effectively throughout the college admissions process, offering tailored support to a wide range of students.

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EVERY STUDENT PERSONALIZES THEIR LEARNING

POSSIBILITIES 29

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Schoolwide

ELEMENTARY SCHOOL

INNOVATION INTERNS

STEM AND INNOVATIONS

With generous SAS Foundation support, we were able to hire an intern to support media production schoolwide for the spring semester of 2022–23. The intern helped lead a student group producing the IASAS baseball/softball live stream, created the IASAS team trailers, filmed Interim Semester, high school graduation, and senior activities, and provided B-roll footage to support the communications department. The work accomplished by the media production intern resulted in a 17 percent increase in engagement from our school community with our media channels.

The SAS Foundation support made possible enhanced STEM education in the elementary school curriculum. With the acquisition of LEGO SPIKE Prime robotics kits, students in grades three through five engaged in hands-on learning experiences that fostered their understanding of robotics and its applications. These kits have not only sparked curiosity and creativity but have also developed problemsolving and critical thinking skills among our young learners.

This project benefited individual students who gained hands-on experience and skills and expanded opportunities to pursue their interests in media production. It also enhanced the school’s media presence and improved the community’s access to high-quality media content.

The establishment of the STEAM team has been a significant milestone in promoting STEM/STEAMrelated learning activities throughout the elementary school. The allocated funds facilitated the purchase of materials essential for engineering and STEM-related learning experiences. They also allowed the acquisition of a state-of-the-art LASER cutter for the elementary school, enabling students to make their creative ideas realities. Through these activities, students have had the opportunity to explore and experiment with various STEM concepts and bring their visions to life. The impact of these initiatives extends beyond regular classroom hours with the establishment of afterschool robotics clubs and competitions that offer students avenues to delve deeper into the world of robotics and collaborate on exciting challenges. These extracurricular activities provide participants with additional exposure to STEM concepts that foster teamwork and camaraderie. Learning STEM subjects at an early age has numerous benefits for students. It nurtures curiosity, problem-solving abilities, and critical thinking skills, which are essential not only in the STEM subjects but in all areas of academic and personal growth. Moreover, engaging with STEM subjects from an early stage helps students build a solid foundation and strengthen their practical skills and technological literacy. They emerge from elementary school prepared for more advanced studies in these disciplines.

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middle school

HIGH SCHOOL

ROBOTICS

STEM AND INNOVATION During 2022–23, our middle school made great strides in advancing STEM education thanks to the generous generous support received from our donors. The acquisition of cutting-edge digital SLR cameras was a game-changer for our digital media program and middle school elective courses. These high-quality cameras enable students to explore the world of digital media with creativity and professionalism, empowering them to capture stunning images and produce captivating visual content. The establishment of the middle school robotics club was a resounding success as well, fostering a passion for robotics among our young learners. SAS Foundation funds helped us to provide necessary materials, that allow students to engage in thrilling robot-building activities and to prepare for VEX robotics competitions. These competitions are not just about friendly rivalry; they also build camaraderie and teamwork while challenging students to think critically and creatively to solve real-world problems. Another exciting addition to our STEM resources was the purchase of an additional LASER cutter, which has opened up endless possibilities for our students to bring their imaginative designs to life. From intricate models to personalized creations, the LASER cutter enables our students to unleash their creativity and turn their ideas into tangible objects. In addition, we ensured that our 3D printers were in top-notch condition by refurbishing, servicing, and replacing them as needed. These printers have been instrumental in bringing 3D design concepts to life, providing our students with hands-on experience in the world of additive manufacturing.

Our robotics program has grown exponentially in recent years, with 60 students in three dedicated robotics classes and 110 students participating in Robotics club. Additionally, six other classes make use of the robotics space throughout the year, integrating robotics into various disciplines and extending the boundaries of learning. The impact of the robotics lab extends beyond the club itself. Students have the freedom to explore and test their ideas throughout the day, gaining skills and knowledge that are often reserved for later years of college. The lab’s versatility has allowed students from diverse backgrounds to apply their robotics skills in unexpected and innovative ways, from developing a prosthetic hand to crafting jewelry from recycled materials. Thanks to SAS Foundation funds, we were able to invest in crucial resources for our robotics lab, including parts for the robots, machines like 3D printers and laser cutters, and machine parts that ensure a steady supply for ongoing projects. The industrial-grade carbon fiber printers have allowed for more advanced designs and parts to be fabricated, unleashing greater creativity in the design process. The expanding range of equipment in our lab ensures that every student has boundless opportunities to explore their interests and talents. The thriving robotics club’s primary objective is to involve every club member actively in constructing the robots. To facilitate this, our robotics lab is accessible from early morning until 6 p.m., providing students with ample time to work on their projects whenever they are free. Many of our robots are built from scratch, with a dedicated team of students leading the design, prototyping, building, and testing phases. Last year, our students showcased their talents and skills in robotic competitions across four countries. We are thrilled to see our robotics program becoming a hub of creativity, innovation, and interdisciplinary collaboration. We have cultivated a thriving space where students can explore, create, and excel. Through robotics, our students are not just building robots; they are building a promising future filled with endless possibilities.

Learning STEM subjects is incredibly valuable for our students, as it equips them with essential skills for the future. STEM education fosters critical thinking, problem-solving, and creativity, preparing our students to tackle the challenges of tomorrow with confidence. It nurtures a love of learning, as students are constantly engaged in exciting and practical applications of science, technology, engineering, and mathematics.

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SPACELAB AFTER-SCHOOL PROGRAM The SpaceLab program is an exceptional student-led after-school initiative that offers students the opportunity to design, construct, launch, and operate a custom scientific experiment on the International Space Station (ISS). The experiment is sent to space through a partnership with Quest Institute in San Jose, California, and is typically delivered via a SpaceX rocket. Last year's project focused on studying the effects of microgravity on cyanobacteria oxygen production. SAS Foundation funding was primarily used for payload integration with Quest Institute and Space Tango, who facilitate and support our payload experiment for NASA via SpaceX or Northrop Grumman spacecraft. Additionally, the funds covered the training of teacher sponsors and, mentors and the purchase of essential materials such as electronics, bacteria, and pneumatic equipment. The dedication of our students to the SpaceLab program is remarkable, with an average of 200 hours of work invested in each project. The team includes equal numbers of girls and boys, fostering a diverse and inclusive environment. Participating in the SpaceLab program is truly a once-in-a-lifetime opportunity for our students. Through it, students can apply their mathematical, scientific, and engineering skills in a realworld context, engaging in an exciting space project with tangible outcomes. Many SpaceLab students have benefited from the program by pursuing careers in STEM fields and aerospace industry. As the program continues to soar to new heights, our students have even designed their own PCB (printed circuit boards) and 3D printed configurations, showcasing their ingenuity and passion for STEM. The program also fosters a supportive community in which past team members become mentors for new students, creating a cycle of learning and growth.

CODE FOR ALL Code For All is a service club with a mission to empower disadvantaged youth by introducing them to the world of coding and providing them with essential technology and coding skills. Its goal is to ignite a passion for coding in these young minds and ensure they have an opportunity to be part of the future of technology. Generous funds have been instrumental in supporting our student members, enabling them to reach the tutoring sites where they conduct their coding lessons. Every week, they hold Scratch lessons on Wednesdays and Java lessons on Thursdays at Persatuan Pemudi Islam Singapura (PPIS) locations in Jurong West and Bedok. Additionally, weekly Makerspace lessons are held at Engineering Good. Through these programming lessons, children at the PPIS locations have gained exposure to skills that can shape their futures, while the SAS students who serve as tutors have honed their teaching skills and developed a deeper connection with the greater Singaporean community. Code For All is committed to bridging the digital divide and creating equal opportunities for all children to embrace the world of coding and technology. With SAS Foundation support, students are making a significant impact on the lives of disadvantaged youth, giving them the tools they need to thrive in the digital age and building a more inclusive and innovative society. 35

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WHY WE GIVE:

Aymeric Fraise and Jacqueline Zhan The Fraises relocated to Singapore from Shanghai when their daughter Christiana entered seventh grade and their son Tibeau entered fourth grade. As donors to the school since their first year at SAS, Aymeric and Jacqueline share their reasons for giving back to the school and explain their most recent gift to the Quest program in the high school.

HOW LONG HAS YOUR FAMILY BEEN PART OF SAS? We spent several years at the other SAS—Shanghai American School—before relocating to Singapore. In fact, we were on vacation here when the Covid-19 lockdowns occurred, so we made the easy decision of applying to Singapore American School. We didn't visit nor consider any other schools in Singapore. We immediately knew what we wanted. We have now been part of the Singapore American School community for the past three years—and we plan for both our children to graduate from high school here. So we will continue at SAS until 2029!

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WHY DID YOU CHOOSE SAS?

WHAT INSPIRED YOU TO MAKE THIS GIFT IN PARTICULAR?

We chose SAS for our kids because we wanted them to benefit from a US-style of education that emphasizes creative thinking as well as well-being. We ourselves had benefited from a US education and we wanted our kids to have that same experience. We really appreciate the strong Chinese language programs at SAS. Although we speak English at home, both of our kids speak Chinese fluently and have a solid foundation in the language.

Giving always makes us feel good, no matter how or what we give. In our case, we are directing a monetary gift towards Quest, which is a cutting-edge, interdisciplinary, year-long study program at SAS that not many schools around the world can offer! By providing financial support to the Quest program, we will enable its teachers to partake in study trips to visit like-minded programs in the US, share best practices, and offset any additional fees asked by the program. Additionally, this gift will make it possible for students to engage in Quest-related trips without worrying about the financial burden on their families.

HOW HAS YOUR EXPERIENCE AT SINGAPORE AMERICAN SCHOOL IMPACTED YOUR FAMILY? Our experience at SAS has been great for our family. We really notice our kids' overall happiness and daily smiles. Others often remark on how much they've changed mentally and physically, which is great to hear. The school has provided them with a well-rounded education that emphasizes sports and mental development. We see our children grow and develop in positive ways and it's all thanks to the great experience they're having at SAS. We are confident in the education they are receiving at SAS, and this allows us to focus on family activities and trust their education to the school.

WHY IS IT IMPORTANT FOR THE COMMUNITY TO SUPPORT SAS? It's important for the community to support SAS because our students spend a significant amount of time at school, and we believe that the community can make a positive difference in their lives. We encourage every parent or alum to support SAS in any way they can, whether it's through time, talent, or treasure. As a family, we strive to do all three, and we believe that everyone has at least one “t” that they can contribute. So, choose your “t”—or multiple “t's”—and let's support SAS together!

WHAT DO YOU MOST APPRECIATE ABOUT SAS? What we most appreciate about SAS is the combination of both the people and places at the school. On the people side, we really value the educators that SAS is able to attract and retain, as well as the wonderful families that make up the school community. It's amazing to see how these relationships have added to our children's in-school and out-of-school experiences, resulting in many friendships and opportunities to learn from different perspectives. As for the places aspect, SAS provides a spacious and modern campus that is currently undergoing significant redevelopment. This campus gives our children ample space to explore and discover their potential, and we feel that SAS really helps each child shine in their own unique way.

WHAT DON’T PEOPLE KNOW ABOUT SAS THAT YOU THINK IS IMPORTANT TO SHARE? We think it's important for people to know that there is so much work happening behind the scenes to make SAS run smoothly and provide the best possible education for our children. The dedication and hard work of the educators and volunteers are what make this school great. There are also many opportunities for us as parents to get involved and contribute to the school community, whether it's through volunteering or donating to the school. Overall, we believe it's important to recognize and share that SAS is more than just a school—it's a community of people working together to support our children's growth and development.

To make your gift online, please go to:

www.sas.edu.sg/makeagift WHY HAS IT BEEN IMPORTANT FOR YOU TO SUPPORT SAS WITH YOUR TEAM AND YOUR PHILANTHROPY? For us, it has been important to support SAS with our time and philanthropy because we believe in giving back to our community. Whichever community we are a part of, we give our three T's: time, talent, and treasure. Giving back to our community and supporting education have always been important to us. As a family, we volunteer regularly at a soup kitchen, where we help prepare and deliver free meals to disabled individuals and financially struggling families. We feel good after helping others, and this has been instilled in us since our school days growing up in the United States and China.

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40 WOODLANDS STREET 41 SINGAPORE 738547 PHONE: (65) 6360 6501 | FAX:(65) 6363 6457 | WEB: WWW.SAS.EDU.SG CPE Registration Number: 196400340R Registration Period: 22 June 2023 to 21 June 2027 Accredited by the Western Association of Schools and Colleges (WASC)