American School of Doha

MESSAGE FROM THE CHAIRMAN OF THE BOARD OF DIRECTORS

trategically Speaking is an annual presentation of the

efforts by the ASD leadership team, supported by the Board

of Directors, to implement the five strategic goals we have set for

ourselves and for our school. This edition comes at the end of an

academic year in which ASD celebrated 25 years of educational

excellence and student achievement. It documents continued

progress on each of our strategic goals. We are starting our second

quarter century with continued growth and innovation in our teaching

methods. The result is a greater ability on the part of our teachers

to assess and enhance student learning. The report also provides

an excellent overview of the breadth and quality of the activities

engaged in by ASD students inside and outside the classroom. We

are blessed with a vibrant school community. The school is in strong

financial condition. We can expect to move forward building on our

many strengths.

Warm Regards,

WILLIAM CATTAN

Chairman of the Board of Directors

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From The Director

Deborah Welch, Director

2 From The Board Of Directors

Will Cattan, Chairman

Strategy 1

Positive, Active Global Citzens

Strategy 2

Succeed in a Changing World

Strategy 3

Meet, Exceed Standards

Strategy 4

The Qatari Community

Strategy 5

Advance an Effective Infrastructure

25 Years of

TABLE OF CONTENTS

Our Mission

The American School of Doha is

committed to the intellectual and personal

development of our students, inspiring

and empowering them to become positive,

active global citizens.

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Dear ASD community, American School of Doha celebrated its 25th year of excellence in 2013-2014, documented in this publication according to the five strategies of the strategic plan. Grounded by our mission, vision and values, the strategies provide the roadmap for our work with students.

This year we strengthened our standards-based curriculum, including assessments and reporting. We delved deeper into data, piloting dashboards of indicators about student performance to help us plan instruction and differentiate for students. The percentage of students taking International Baccalaureate and Advanced Placement courses grew as we encouraged students to take challenging courses. Our conversations about laptops and other technological devices became more about the curriculum aims than about fascination with the hardware. Our outstanding arts program, after school activities and athletic programs flourished in all divisions. The establishment of the H.E Sheikh Faisal Bin Qassim Al Thani Scholar Project for the Arabic Language, the launch of an alumni association, the establishment of the Arab Mothers Association and a new school website all contributed to improved learning for students. The faculty, parents and students reflected on alignment to standards as we completed a ten-year New England Association of Schools and Colleges reaccreditation self-study and 5 Year International Baccalaureate Review, that will chart the way to the school’s next level of excellence. Other notable events included the 25th Anniversary celebration, made possible because of the generous donations of

many friends of ASD. Photographed on the cover of this publication is the statute dedicated to the school’s founders, several of whom have been Trustees since 1988. Due to the guidance and support of the Board of Directors, our robust parent volunteer groups, corporate sponsors, community partners, the US Embassy and the Trustees, the 2013-2014 school year will be remembered for the outstanding education provided for students. The pages of this report are a testimony to the inspirational work of our faculty and the support of our school community that enable ASD to remain “at the heart of learning.”

Warm Regards,

DEBORAH WELCH, Ph.D. Director

FUN

CREATIVE

AUTHENTIC

INNOVATIVE

COLLABORATIVE

DATA-INFORMED

TECHNOLOGY INFUSED

and EXTENDS BEYOND WALLS

ASD is a vibrant learning community where learning is:

1. We will review and develop the curriculum, programs and opportunities essential to all students becoming positive, active global citizens.

2. We will identify and integrate into the school community the skills, knowledge and understandings essential for students to succeed in a changing world.

3. Wewillreview,deepen,andrefine,asneeded,thepractices,toolsandprogramsessentialforeachstudenttomeetorexceed the ASD standards.

4. We will continue to enhance our already strong relationship with the Qatari community and expand our involvement with Qatar’s educational aspirations while being true to our mission, vision and identity.

5.Wewilladvanceaneffectiveandefficientinfrastructurethatsupportsstudentlearningforthefourlearningstrategies.

Strategies

Positive, Active Global Citizens, as described by ASD students, are excited about other cultures and embrace diversity. International Week in December provided a focus for international understanding as the 75 nationalities of students at ASD were showcased in the Parade of Flags. It was a proud moment for the oldest and youngest student in the school to carry the flag of their country. Global citizens are passionate and optimistic about improving their community and the world. They know that the first step in making the world a better place is to get involved and DO something. ASD’s service trips have grown since the first trip to Tanzania in 2008 to a program with either a humanitarian focus or an environmental focus. There are now at least four separate trips a year with over 100 students over school breaks. In addition to service trips, ASD students participated in a myriad of activities from collecting food for HOU workers, to bake sales for victims of typhoon Yolanda, to the annual Walk a Thon for A-CET schools in Africa, to cleaning up a beach for the threatened mangroves ecosystem in Qatar, to tracking endangered whale sharks in the Maldives. The best evidence of learning comes from the reflection of students after the experience. Following is a sample of student reflections:

“I participated in the Walk-a-Thon because I wanted to raise money for the African kids who have to walk for an hour just to get to school, and to let the African kids know that I knew how it felt to walk for one hour in the sun. I also wanted the public to realize that education is important and wanted them to know what some kids have to go through just to get a good education.” – Raza Gillani, Grade 5, Walk-A-Thon for A-CET

“Today we continued our work on the fence with the people in the community. It was important to have the members of the community help us because it helps inspire them to better their community. Instead of us doing all the work, we also enabled them to come together.” – Temitope Akinade, Grade 11 Mozambique Trip

“I was playing with all the kids and teaching them games. Then I got this crazy moment, where I stopped doing everything and just looked around me. I saw happiness surrounding me. Everybody was smiling. I felt like I was doing something really good for them. Since I enjoyed it so much, I’m sure that I will remember this forever.” – Hisham Saad, Grade 10, Tanzania Trip

“It was a fun opportunity. We learned new skills about survival. I learned to honor and respect the environment. We had to push our limits to achieve our goals.” – Cedric Stiegler, Grade 8, Malaysia Trip

“Upon arriving, we were met with a crowd of friendly children lined up on either side of a dirt road...The children of ACET’s Ziban-Albe Complete Elementary School were all wearing blue t-shirts and chanting ‘welcome’. Such enthusiasm was met with tears on our part. The blue shirts they wore were mostly ripped and it soon became apparent to me that this was their uniform...Upon seeing these children proudly baring their ripped-to-shreds blue school shirts with pride [we could see] they were proud to be there, to be a part of the school. It was beautiful.” – Isabella Asselstine, Grade 10 Ethiopia Trip

Inspiring and Empowering Students to Become Positive, Active Global Citizens

STRATEGY 1

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Image 1 (top right): PRE-K STUDENTS MAKE A DIFFERENCE - In an effort to raise awareness and money for the Syrian Refugees, Pre-Kindergarten students created and sold playdough. The check was donated through Qatar Red Crescent. The Pre-K team commented, “Even at the ages of 4 and 5, students at ASD are learning beyond the walls of the classroom and are demonstrating that they are positive, active global citizens.”

Image 2 (background): ELEMENTARY PEACE DOVES FLY FOR WORLD PEACE - The Elementary art classes participated in the creation of a new dove wall in the courtyard area. Students reflected on what world peace meant to them and painted doves with symbols, words, flags and hopes for world peace. As Tess Casher, speaker for International Week reflected on the experience, “At the time I watched my dove being placed on the wall with pride, located right under the word peace. But I was missing the whole entire point! What was truly amazing about that wall was its message. It was our school pledge to live in harmony and peace with its blend of cultures, races and languages. Today the spirit of those doves still soars as we aspire to be positive, active global citizens. “

Image 3 (middle right): SKIPPING THE FIRST ROCK TO EMPOWER OTHERS - Eighth grader Hayden Leever was awarded the Haas/Hansen Award in the NESA region. Hayden “skipped the first rock,” raising money for a house in Peru through bake sales and baseball fundraisers. Realizing that skipping rocks with a friend was more fun than doing it alone, he empowered others and has been successful in now raising funds for 18 homes.

Image 4 (bottom right) : A PROJECT TO HOLD UP AS AN EXAMPLE - Footy 4 Freedom is a project that represents the epitome of being a positive, active global citizen. Started by student Laurence Chaplin several years ago in an effort to help a boy feed his family, the project has grown to a partnership with a local South African sugar company. ASD students took their third annual trip to Mozambique and worked alongside of community members on a school improvement project. The project transcends language barriers and there is a real camaraderie between ASD students and the local community. Fundraising throughout the year at ASD supported Footy 4 Freedom that includes the original soccer scrimmage, flower sales in the Elementary and the “Empty Bowls” event.

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Preparing students for a changing world requires students being able to think critically and problem solve for assignments that have real world application with the ultimate aim being that they can transfer their learning to new situations. According to the end of the year surveys with ASD students, 94% of ASD students in grades 5-12 responded that they are taught to gather, organize, present and apply ideas and information. The 5th grade NESA Virtual Science Fair, Middle School’s interdisciplinary units and the High School’s Senior Seminars are examples of significant learning experiences that are pivotal in preparing students for their next level. 91.3% of Middle and High School respondents said that the use of technology is better preparing them for the future. Middle and High School students also responded that their laptop helps them to be better organized, gives them access to varied resources and information and provides them with more efficient forms of note-taking. Students used IXL

to practice what they learn in Math, Quizlet to study vocabulary and OneNote for organizing course notes and class documentation. Students submit their assignments digitally using DropBox and the teacher graded the assignments with comments, facilitating faster and more effective feedback. Elementary students used the latest apps that provide instant feedback to the student learner. Preparation for a changing world also includes paying

attention to student well-being and utilizing good learning habits. The

Elementary School’s Well-Being

Awareness Week encouraged

physical, mental, emotional

and spiritual well-being.

The Middle School implemented

a “Put Up’s and Down’s “ unit in the counseling curriculum

and the High School 9th grade counseling class stressed the importance of good learning habits and teamwork. Throughout the school, the values of respect, responsibility, honesty and compassion served as the essential cornerstone for all student and adult interactions.

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Preparing Students to Succeed in a Changing World

STRATEGY 2

Whether in the common areas or libraries, students in

all divisions collaborated on assignments, facilitated by

ASD’s commitment to technology. Utilizing good learning

habits and improving teamwork skills are as important as

achieving the curriculum outcomes.

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Lower Elementary students gathered at an assembly and enjoy a skit written by their teachers about school values. Practicing respect and responsibility in large group gatherings is an important aspect of behavior at ASD.

(Left center) Middle and High School students were asked how technology prepares them for the future. Their responses are displayed so that the word cloud gives greater prominence to words that appeared more frequently in response to the survey question.

ASD pays attention to student well-being as demonstrated by these Middle School students having fun kayaking during a Week Without Walls expedition to the UAE.

Learning activities enhanced by technology, aids students in becoming confidentandcompetentin21stcentury technological skills, while also becoming capable of using technology tools to enhance their communication, information, resource gathering, as well as their presentation skills.

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STRATEGY 3

We Will Review, Deepen, and Refine, as Needed, the Practices, Tools and Programs Essential for

Each Student to Meet or Exceed ASD Standards Four years ago when Strategy 3 was written by the strategic planning team, ASD made a commitment for all students to meet or exceed standards. This ambitious pledge was taken seriously by leadership and faculty. Since then, ASD’s standards-based curriculum has been consolidated and there are team understandings about expectations for students. Grade level and course teams meet during PACT time to ensure that assessments are aligned with learning outcomes, and that they are both formative and summative in nature. Rubrics have been established to ensure consistency in grading and report cards at the Elementary and Middle grades have been changed to reflect student performance relative to the standards. Resources that match the learning outcomes have been purchased and implemented in the classroom. Databases and library resources as well as technology support students meeting standards. The pledge also requires that at every level, data is gathered and reviewed on an ongoing basis. External and internal assessment results are analyzed to help individual students and so that teachers can make curriculum and instructional adjustments on a class level. Data dashboards are being piloted with meetings focusing on students who are not meeting grade level standards and what can be done

to advance learning for these students. Faculty and instructional assistants have been added so that students with learning needs can be supported by qualified individuals in Learning Support, Reading and English as an Additional Language (EAL). Child study teams identify strategies to help individual students succeed. Professional development is focused on building capacity in subject areas and 1.2% of the total school budget supports learning so that faculty can continue to learn. There is more work to be done, but the faculty is laser focused on the ASD mission, committed to the intellectual and personal development of our students. We will continue to review, deepen and refine our skills and programs that are essential for each student to thrive.

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The Measurement of Academic Progress (MAP) is one important indicator at ASD to determine if students

are meeting or exceeding standards. Administered to five million students in over 50 US states and 30

countries world-wide, we can compare ASD MAP results to US and international students. MAP is admin-

istered three times a year in fall, winter and spring.

TABLE 1: MAP 2013-2014. ASD Student Comparison

with National and International Student Norms (Spring)

Table 1 indicates that students in grades 2 - 9 performed well in comparison with their peers, both internationally and in the U.S. on the Spring MAP tests. This table represents a composite of Math, Reading and Language Arts tests at each grade level. Student results are reported in RIT scores which standforRaschunit.RITisacurriculumscorethatusesindividualitemdifficultyvaluestomeasurestudent achievement.

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ASD High School is one of the few secondary schools in the world to offer both the Advanced Placement (AP)

and International Baccalaureate (IB) programs. While AP courses have been provided for many years, IB was

introduced into the Program of Studies five years ago to offer additional options for students. The aim from the

beginning was for both programs to thrive, given that they offer choices for students. Table 2 indicates, this has

indeed been the case.

TABLE 2: Growth in Advanced Placement and International Baccalaureate Programs

There were 205 students in grades 10 through 12 who took AP exams this year. This represents 44% of the student population and a 7.6% increase in participation from last year. Fifty percent of the senior class took at least one AP subject. 28% of the senior class took at least one AP and one IB course. ASD will graduate 46 IB Diploma candidates in 2014, which represents 30% of the senior class. There were 121 students registered for IB testing, ten of whom were in grade 11. The remaining 111 represents 73.5% of the senior class. 72% of the grade 11 and grade 12 class are enrolled in at least one IB course.

TABLE 3: ASD Selective Admission Results 2008-2014

Since 2008, students have gained acceptance into each of the top 50 schools in the US. Yearly, 60-70% of students have gained acceptance to theirfirstchoiceinschools.

In Strategy 4, ASD expresses its commitment to Qatar. ASD believes that expatriate students benefit from learning Qatar history and culture and that it is important for Qatari students to deepen their understanding of Arabic heritage and language. ASD also seeks to take advantage of the plentiful resources available in the country by establishing partnerships and internships for students and providing field trips. Curriculum work for Qatar History units was enhanced this year by new resources as students benefited from Eid educational celebrations, Qatar National Day activities, Qatar History Day and the Arab Mothers’ Association traditional tent during International Week. H.E Sheikh Faisal Bin

Qassim Al Thani Scholar Project for the Arabic Language was launched, marking a significant commitment and achievement for the school. Field trips to Simaisma Beach to study the mangroves, tidal flat and salt marsh habitat and

to Al Zubarah Archeological site further extended student learning. Students also visited the Sheikh Faisal Bin Qassim Al Thani Museum which houses over 15,000 artifacts including bicycles built in the1880s, a Ford Model T, dhows, pearl diving equipment, and even

a replica of a Qatari house. Qatar Sports Day was another important occasion as the national holiday was celebrated with a myriad of sports and wellness activities available to students.

This year was an exceptional year as H.E. Sheikh Faisal Bin Qassim Al Thani provided a grant to establish the Sheikh Faisal Bin Qassim Al Thani Scholar Project for the Arabic Language and the Sheikh Faisal Center for the Arabic Language. This projectinvolvesthedevelopmentofaproficiencybasedcurriculum and resources to ensure that heritage language students will excel and become articulate leaders in their mother tongue. A second aspect of the grant will be a Center for Arabic resources and

knowledge sharing for all interested ASD community members.

We Will Continue to Enhance Our Already Strong Relationship with the Qatari Community and Expand Our Involvement with Qatar’s Educational Aspirations While Being True to Our Mission, Vision and Identity.

STRATEGY 4

Signing Ceremony for the Launch of H.E Sheikh Faisal Bin Qassim Al Thani Scholar Project for the Arabic Language and Sheikh Faisal Center for the Arabic Language

Middle School Celebrates Qatar History Day

The Middle School celebrates Qatar History Day once a year. This year involved a multitude of activities, such as students interviewing Qatari citizens about Qatar’s development. Students heard about “sweet” water wellsintheNorth,aboutthefirstimportedcars,talesof street barbers, water carriers, and pearl divers. One studentsharedhisfavoritestory“Beforethefirstairconditioners, people would put a bed sheet in water and then hang it on the window to cool the air.”

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This year the PTA organized activities that included Information Night, Elementary School Book Fair, the 25th Anniversary Black Tie Ball, the calendar, International Week luncheon, Friendship Festival and Teacher Appreciation Luncheon. Due to thousands of volunteer hours and fund-raising, the organization committed money for an outdoor learning and play space for the Elementary School, theater curtain and scholarship. Hot dog, hamburger, concession sales and the Booster Club store went to support ASD’s athlete and athletic program. The funds enhance student participation in sports including purchasing equipment, financing trips and funding scholarships for graduating students. CAST, ASD’s parent group that supports the Fine Arts, provided concessions for the High School and Middle School

musical productions and sponsored an art auction at the 25th Anniversary event. Jr/Sr Moms sponsored the Pumpkin Patch, Valentine’s Day and other holiday events to host Prom and the Senior Banquet. Arab Mothers Association (AMA) assisted new students and their families in getting acquainted with the Qatari culture, including Eid Al Adha and putting up a large traditional Qatari tent during International week that consisted of a majlis, Arabic delicacies, henna, cultural paintings, handicraft artists and a live falcon. During its first active year, the ASD Alumni Association sponsored the first annual Alumni Golf Tournament and Mixer held during the 25th Anniversary celebrations. The US Military proved indispensable once again as Air Force and Army volunteers logged

over 27,000 volunteer hours on campus including Robotics, Rocketry, Qatar Sports Day, Friendship Festival, Halloween, Fun Days, Elementary Science presentations, officiating at basketball, baseball and softball games, reading to students, umpiring at MESAC, the 8th grade class visits, and Astrolabe leadership activities. ASD is extremely grateful for the time, energy and passion of these volunteers throughout the year.

VOLUNTEER GROUPSASD students and community benefited in a myriad of ways this year from the partnerships with volunteers.

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STRATEGY 5

We Will Advance an Effective and Efficient Infrastructure that Supports Student Learning for the Four Learning Strategies Like any community, a great school requires strong infrastructure. A careful reader will notice a distinct change in Strategically Speaking this year with the addition of a fifth strategy to ASD’s guiding statements. The inclusion of Strategy 5 is indicative of ASD’s emphasis on putting in place a strong infrastructure that allows learning to take place reliably, efficiently and exceptionally. What does that infrastructure look like? FACILITIES. 2014 saw ASD begin its first significant construction project since the completion of the Middle/High School buildings in 2007. The Campus Improvement Project will include space for 150 new students, additional science labs, two new gymnasiums, a renovated Elementary School library, outdoor play and learning spaces in the Elementary School courtyards, enhancements to the fire safety systems and a refurbished running track. FINANCES. ASD’s financial health remains strong, due to careful decision making by the Board of Directors and Administration and targeted investments in learning initiatives. ASD’s focus on efficiency and financial controls continued to bear fruit in 2013-14, with key accomplishments including the introduction of credit card payments, the minimization of cash transactions to enhance financial security, institutionalized financial procedures leading to greater predictability and positive results from the school’s annual external audit. Years of solid financial decision making will allow ASD to pursue the Campus Improvement Project within its existing financial structure. In addition to sound financial management, ASD’s fundraising advanced in 2013-14 with the successful launch of “Levels of Giving” fund. ExxonMobil Qatar Inc and Occidental Petroleum Qatar, Ltd. generously contributed over QAR 1 million for the Campus Improvement Project, placing them in the highest, Silver Anniversary Level. Many other contributors supported ASD and have been recognized in a new display outside the Board room, including many “Friends of ASD” who contributed to numerous events.

HUMAN RESOURCES. ASD’s personnel, from faculty to administrators to professional and support staff, are at the core of the school’s mission as a learning focused institution. The school maintained its goal of increased systematization through salary surveys for all employment categories and satisfaction surveys of all personnel. This work continues to bear fruit, with nearly 91% of parents reporting that they are “satisfied with the qualifications of the teachers in the school” and retention rates of 87% for faculty and well over 90% for professional and support staff. ADMISSIONS. School spots are in very high demand in Doha, and ASD sees that trend every day. In 2010-11 the Admissions Office received 1,213 applications, but this number has grown to 3,641 applications in 2013-14. The Admissions Office maintains a daily focus on consistently applying ASD’s Admissions priorities, communicating transparently with families of applicants and ensuring that all entering students have the skills and preparation to be successful at ASD. CONTINUOUS IMPROVEMENT. ASD has a consistent focus on improvement that is seen in every part of the organization. Perhaps the most notable continuous improvement initiative in 2013-14 was the introduction of a data and analytics function to improve the consolidation, analysis and presentation of data to teachers, administrators and Board members. This was supported by the creation of a data analysis position and resulted in improved information being provided at all levels. SUMMARY. Strategy 5 underlies everything that ASD does, from ensuring that a high quality teacher is in the classroom with the materials needed to do their job, to guaranteeing that the ASD facility provides students with a safe welcoming environment to learn. By separating out Strategy 5 and explicitly identifying it, ASD is making a statement that the infrastructure underlying learning will be of the highest quality.

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The 25th Anniversary was a time to express appreciation to former US Ambassador Joseph Ghougassian and HE Sheikh

Mohammed bin Hamad Al-Thani for establishing the American School of Doha in 1988. The community also paid tribute to

founders and Trustees Mr. Omar Bin Hamad Almana and Mr. Jassim Mohamed Jaideh. Mrs. Dianne Douglas Quinn, the

firstprincipal,wasableparticipateintheactivitiesaswell.

25 Years of Excellence

ASD has grown from 88 students housed in a villa in 1988 to 2,073 students of 72 different nationalities on our current spectacular campus. Since that time, there have been many students, teachers, staff, parents, corporate leaders, Ambassadors, Qatari citizens and community members that have added to this strong narrative of the American School of Doha.

The 25th Anniversary event honored those who had the vision to establish the school as well as acknowledged the contributions ASD has made to Qatar and the world community. Concurrently, the ASD Alumni Association was launched to ensure that alums would have the opportunity to remain linked to the school and each other. We thank the hundreds of volunteers and donors who made the four-day celebration possible.

AMERICAN SCHOOL OF DOHA

PO Box 22090, Doha, Qatar

Tel: +974 4459-1501 / www.asd.edu.qa

We express appreciation to Tim Dorn for many of the photographs, to Alejandra Neyra for data tables and to Zein Dajani for work on this publication.“Strategically Speaking” is published by the American School of Doha as an annual report of progress on the mission, vision and strategic plan.