The American School of Doha 2006-07 Annual Report

The American School of Doha2007- 08 Annual Report0

Contents• Demographics & Basic FactsPage 1Page 2Page 4Page 5Page 6Page 7Page 8Page 9Page 10Page 11Mission StatementDirector’s LetterDemographicsASD Student EnrollmentStudent TransitionsMiddle School Class SizesHigh School Class SizesStaffing at ASDASD Faculty LongevityASD Faculty RetentionPage 12 ASD Admissions 2008-2009• FinancesPage 13 Budget Expenses 2008-2009Page 14Page 15Page 16• Student AchievementASD TuitionTuition ComparisonsExpenses for Technology and PDPage 17 PD at ASD 2007-2008Page 18Gates MacGinitie ResultsPages 19-22 SAT ResultsPages 23-34 AP ResultsPages 35-37 Standardized Testing Results• ASD Program FeaturesPage 38Page 39• SurveysPresidential Fitness AwardsComputer –Student RatiosPage 40Parent SurveysPages 41-43 MS WWW Survey ResultsPages 44-47 Elementary LibraryPages 48-50 MS/HS Library• Sports and ActivitiesPage 51Elementary SportsPages 52-53 Elementary ASAPage 54Varsity SportsPage 55Junior Varsity SportsPages 56-58 Fine Arts ProgramPages 59-61 Community Service• MatriculationPage 62Page 63Page 64Page 65Pages 66-67College AcceptancesMatriculation DataEpilogueCollege Acceptancesby the Class of 2008ASD Highlights3

DemographicsThe demographics for 2008-09 reveal a slow shift as North American students reveal a 5% decrease (-2%American and -3% Canadian) and an increase in European students, +2%, and in the subcontinent, India andPakistan, +2%. We also see slippage in our number of Middle Eastern students with the Qatari percentagedecreasing by 1% and the remainder of Middle Eastern students declining by 1%. I would conjecture that thisslight, but significant erosion is due in part to more quality opportunities for education for Qatari and Gulfcountry nationals, plus an ever increasing expatriate presence in Qatar. We have also grown in diversity fromforty-one countries to sixty-five countries represented in our student body. Possible impacts of this data are onour ESL program, admission priorities, our Qatari scholarship program, and how we look at the possibleinclusion of the IB Diploma program in the future.United States 44%Australia/NZ 3%2%8%4%7%3%7%7%12%3%44%Canada 12%Qatar 7%Middle East 3%Europe 8%Latin America 2%Asia 7%3%India/Pakistan 4%Africa 3%Scandinavia 7%4

ASD EnrollmentThis chart merely shows the increase in enrollment numbers per grade level over the last six years. Of course, all ofus know that we have more sections this year at most grade levels, so a more appropriate perspective in viewingthis data is to look at “optimal” and “maximum” class sizes. Class size is important to us for two reasons: it impactshow we teach and how students learn, and ASD wants every student to receive individual attention. This year, wehave eight classes at optimal levels and five at maximum levels. Once a class reaches maximum level, a waiting listis formed. This balance between “optimal” and “maximum” is important to us as a gauge on how well we have madeour enrollment projections and, thus, how well we have staffed the school. For grades 3-12, the optimal level is 140students; for grades one and two the optimal level is 126; and for PK and kindergarten it is 105 and 112 students.160# per class 03-04 # per class 04-05 # per class 05-06 per class 06-07 per class 07-08 per class 08-09140120100806040200PK K GR 1 GR 2 GR 3 GR 4 GR 5 GR 6 GR 7 GR 8 GR 9 GR 10 GR 11 GR 125

Student TransitionsThis graph shows the growth inenrollment at ASD over the pastseven years. For the first time inthese seven years, we see ourretention rate decrease (70%compared to 87% last year) and ouroverall growth slowed to 15%compared to 22% this past year.Although these numbers are solid,there are indications of growthslowing down and turnoverincreasing. There are many possiblecauses for this ranging fromincreased options in education inDoha to the cost of tuition and capitalfees.6

ASD Faculty RetentionThe recruitment and retention of high quality teachers remainsone of ASD’s most important goals. The graph below showswhat percentage of our faculty leave each year. Currently, weare averaging about 17% per year.25%20%15%10%5%0%2001/02 2002/03 2003/04 2004/05 2005/06 2006/07 2007/0811

ASD ADMISSIONS 2008-09Admissions at ASD continue to be dynamic as space remains an issue in the elementary school as seen bythe large number of pending students whose files are not processed unless there is space available. Theissue in the middle and high school is slightly different with a larger number of students who do not meet theASD admission standard in English and Math. The withdrawals are the result of students finding otherschools, family plans changing, or siblings not being accepted.Applications Accepted Pending Denials Withdrawals AcceptancePercentageElementarySchool700MiddleSchool224High School237333 257 43 67 88%104 33 56 31 65%113 30 71 23 62%12

Budget Expenses: 2008-09The budget for 2008/09 shows expenditures in the amount of QR 79,546,650. Almost seventy-ninepercent of this budget is for faculty salaries, housing, and benefits, which is aligned with previousbudgets. Within this group, our housing did increase by 2%, but this is primarily the result of providinghousing for a larger faculty, as well as price increases. Our building and grounds costs, logically interms of the expanded campus, rose another 1% this year. Our library budget doubled this year as weentered a three-year plan to match our collection with our new facilities.13

ASD TuitionASD tuition fees vary according to the grade level of the student although we are seeing more schools level thecost of tuition from grades one to twelve as services have expanded in the elementary realm. The graphillustrates the higher rise in tuition costs this past year which is a direct reflection of the rising cost in Doha,especially in housing, as well as the added expenses of maintaining a larger campus with more varied facilitiesfor students.14

Tuition Comparison of ASD and Other NESA SchoolsThis chart shows the current amount in dollars of what different schools in the NESA region charge fortuition. The price of education in overseas schools continues to rise. Compared to these schoolswithin our own region, we remain relatively inexpensive; however, the capital fee expense is notincluded in this chart and each of these schools have their own capital fee structure. You may noticein the chart that in grades 9-12 there is more separation in what our fees are compared to otherschools.21,00016,00011,000ASD DohaIslamabadASD DubaiCAC CairoAES New DelhiColumboTAISM OmanACS Abu Dhabi6,0001,000PK Kindergarten Gr. 1-5 Gr. 6-8 Gr. 9-1215

Expenses for Technology and Professional DevelopmentTwo key areas of our components of ASD are technology and professional development. The chart belowillustrates how our investment in these two essential areas have progressed over the past eight years. While weare pleased that this year all faculty have been issued laptops, the expansion of our school and the increased useof technology by teachers in the classroom create more budget demands. Our technology budget grew by 40%this year while our student body grew by 17% and our teaching space more than doubled. However, with thecontinued expansion, as well as the upgrade, our technology continues to be a fiscal challenge. We are proud ofour support for professional development, and although a 25% growth in funds is healthy, we should rememberthat our faculty grew by an equal amount. With the cost of airfare, accommodations, and consultants continuingto rise, we will need to manage this budget very carefully. We need to ensure that we continue to provide both ofthese areas with appropriate funding in order for us to meet our goals as a school.16

Professional Development at ASD 2007-08NESA Fall Leadership ConferenceBangkok, October 25-28, 20078 Staff Members AttendedNESA Fall Training InstituteBahrain, November 2-3, 200710 Staff Members AttendedNESA Winter ConferenceBahrain, Jan 25 – 26, 20084 Staff Members AttendedNESA Spring Educator ConferenceBangkok, April 5 – 7, 200838 Staff Members AttendedSummer PD WorkshopsJune – August 200824 Staff Members AttendedTARABahrain – February8 Staff Members AttendedQRA Workshops53 Staff Members AttendedASD is a “Learning Focused” school. We believe that as well as our students being engagedlearners, our teachers need to be engaged learners as well.ASD teachers are committed to refining their craft through professional developmentopportunities that are aligned to our school improvement plan. ASD supports teacher learningthrough a planned process of school improvement and the commitment of dedicated funding.ASD teachers and leaders were involved throughout the year in various professionaldevelopment opportunities, both embedded in our school and from outside our schoolcommunity.This past year the ASD Leadership Team were trained in the “Looking for Learning” protocolwith Mr. Martin Skelton from the Fieldwork organization.The following consultants worked with teachers and leadership within the school at varioustimes throughout the year:* Erma Anderson –Evidence to Excellence protocol for looking at student work* Bambi Betts – Trans-disciplinary skills and dispositions and grading* Deb Welch – Looking at data* Carrie Ekey – Balanced Literacy program* Kathy Stetson – Looking at data (NWEA MAP)ASD teachers are actively involved in regional conferences sponsored by the Near East SouthAsian Council of Overseas Schools, The Arabian Reading Association, Qatar ReadingAssociation, and Qatar Math and Science Teachers Association. ASD is a “learning” school.QMASTA Workshops25 Staff Members Attended17

Gates MacGinitie TestingThe Gates MacGinitie is a literacy assessment which targets the areas of decoding, vocabulary, andreading comprehension. Student performance is determined in relation to norms governing testingtimeframes, grade level equivalency, percentile ranks, and stanines. Student growth is monitoredthroughout the year, with testing being conducted twice a year in grades one to two. Testing data,generated from the test, is utilized by teachers to improve student learning by identifying specificcurricular and instructional needs and in turn setting instructional targets, both short and long term. Asshown in the accompanying table, approximately 72% of students tested from grades one and twodemonstrated more than six months growth throughout the year, and 86% of the students are working inthe grade level range.Gates MacGinitie ScoresAt Grade Level Below Grade Level < 6 >6 Above 2 Year &>6Gr. 1 100 89% 13 11% 78/103 25% 26 25%Gr. 2 87 83% 18 17% 72/105 69.5% 32 30.5% 3 7%18

ASD Overall Performanceon the SATFor the past ten years, ASD hasmaintained an average SATscore of 1000 or better, and forthe past seven years we havestayed above 1100. Wecontinued this trend with theclass of 2008 with combinedaverage scores of 1135 (562 forverbal and 573 for math). Thisrepresented a small increase of16 points from last year. Ouraverage score on the writingcomponent was 559. This wasabove the national average of494. We were also above thenational averages in reading(502) and math (515). Our goalstill remains to crack the 1200ceiling and score better than 600in both reading and math.19

SAT Verbal and Math ScoresSAT scores at ASD, as shown in the graphson the right, have consistently been abovenational averages in the States. It was niceto see our math scores crawl a little closer tothe 600 plateau this year.Our verbal scores were almost identical thisyear to last year, but still remain strongagainst the national mean (60 points above)and is still the second highest mean score wehave had over the past seven years.This is the third year that the College Boardhas tested writing as a third component of theSAT. Although this is not shown on a graph,ASD’s mean score was 559, which is 65points above the national mean. We shouldbe pleased with this result. Our students arelearning to write well!610580550520490460430400580550520SAT MATH SCORESMath ASD Math Nat.2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08SAT VERBAL SCORESVerbal ASD Verbal Nat.4904604304002001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-0820

Range of SAT Scores at ASDRange of Verbal ScoresAnother good way to look at our SAT performance isto view our scores in terms of the range of scores. Inother words, what percentage of students scoredabove 600 in verbal or math, and what percentagescored below 500. These two numbers represent anatural “low” and “high” bar for scores.45%40%35%30%25%2001-20022002-20032003-20042004-20052005-2006This year 27% of our students scored above 600 and30% scored below 500. The shift in this year’s scorescompared to 2006/07 reveals a drop of 9% in scoresabove 600 (a concern since this is the second year ina row that we have seen a sharp drop in thesescores) and an increase of 10% in scores between500-550. In other words, our bottom stayed about thesame, our middle grew, and our top decreased.20%15%10%5%0%Below 500 500-550 550-600 600-650 650-700 700-800Range of Math Scores2006-20072007-2008In math, everything remained fairly stable with aslight decrease (3% from last year) of our studentsscoring below 500 and an increase of 4% from lastyear of students scoring above 600. This is a goodtrend.Every class differs and there is a little concern withthe bell-shaped performance in verbal over the lasttwo years, while our math is more biased toward thehigh range than the low range of scores.35%30%25%20%15%10%2001-20022002-20032003-20042004-20052005-20062006-20072007-20085%0%400-500 500-550 550-600 600-650 650-700 700-80021

SAT II ScoresSAT II exams are required by most top level universities and colleges. Our students did very well overall on theseexams, averaging 632; beating the national average in nine of the eleven tests. This year we had thirty-eight studentstake these challenging subject tests, and we added the ecology and world history to this year’s tests. Both Spanish (fourstudents) and Math II (with fourteen students) broke the seven hundred ceiling this year. In fact, two students scored aperfect 800 in the Math II test!22

ASD AP Tests PerformanceThe Advanced Placement courses and examsrepresent a snapshot of how many of our studentsare willing and able to perform at the highestlevel. For the most part, these courses reflect alevel of sophistication and challenge beyond thesecondary level.Currently at ASD, we offer fourteen AP courses.There are two important indicators for us to followin examining our AP program: how many studentsare taking the exams and what percentage arescoring 3.0 or above, which is considered a“benchmark” since many colleges and universitieswill award students a credit for these scores.Last year, I commented on what I referred toas the “phenomenal” increases in these areas;however, this year we have maintained thoselevels and that is a good thing.The bottom line is that we continue to challengestudents and many of them are accepting thechallenge and meeting the expectations. Our APprogram remains strong and vibrant.23

BiologyCal ABCal BCChemistryFrenchEng Lang/CompEng Lit/CompEur. HistoryPhysicsSpanishStatsUS HistWorld HistComp. Sci. AEnviron.SciComp Sci ABOverall AP ScoresThis graph shows the overall performance of each AP test in a scale from one to five this past year. This is avisual view of how the scores break down in each of our AP courses. Research shows that a student gainsmore by taking an AP course and scoring a one than by not taking the course. We encourage students to takethis challenge and do not see AP scores as a rating scale. Instead, we see this as an achievement scale thatshows our students are doing very well.Please note that different courses have different numbers of students enrolled; this graph is not intended tocompare courses to courses, but rather give an overall view of performance within individual courses as well asa snapshot of the entire AP program.6560555045403530FiveFour2520ThreeTwo1510One5024

Percentage of AP Scores 3 or BetterThe overall performance on the Advanced Placement tests this year was again very strong. As aschool, ASD had 79% (same as last year) of its students score three or higher on all the examstaken. French and Spanish, although smaller classes, did very well again this year. They havedoubled in size since last year. The number of students taking the two English AP’s remain largeand we should be pleased that so many students seek this AP challenge and that our performanceremains strong. Calculus scores continue to be very strong, and we saw improvements in all ourhistory AP class scores.25

BioCal ABCal BCChemFrenchComp Sci AEng Lang/CompEng Lit/CompEur HistPhysicsSpanishStatsUS HistWorld HistEnviron SciNumber of Students Taking AP ExamsOne of our basic goals in our Advanced Placement program is to get as many students as possible tostretch themselves and accept the AP challenge. For this reason, we do not see the AP as an eliteprogram so much as a demanding program. This past year, for the first time in three years, we saw adecrease in the numbers of students taking math, science, and English AP exams. Part of this is dueto a change in course offerings (more options). In science, for instance, we saw a shift to physics anda new offering, environmental science. We also saw a decline in both of our English AP classes, and aslight increase in our enrollment in history AP classes.655545352003 2004 2005252006 2007 2008155-526

AP History Exam ScoresAP US HistoryThe main purpose of thesegraphs is to show how ourstudents performed compared toother students who took the sameAP tests. Although our worldwidescores do not arrive until late inOctober, we can see based onprevious years, that we clearlyout perform the average APscores in these two areas andthat we have remained veryconsistent in our performance.We should take great pride in theincrease in AP US History scores.10090807060504030201001009080702000 2001 2002 2003 2004 2005 2006 2007 2008AP European HistoryASD 3+ %Worldwide 3+ %605040ASD 3+ %3020Worldwide Passing %1002000 2001 2002 2003 2004 2005 2006 2007 200827

AP World History ResultsIn our third year of offering AP World History, our scoresremain substantially higher than worldwide performance onthis exam.28

AP English Exams1009080AP LiteratureOur AP English classesremain the most popular ofour AP offerings and ourstudents continue to do well.The scores in AP Literaturewere exceptional this year,and our Language andComposition scoresremained high. It is good tosee so many students takingthe AP challenge.1007060504030201002000 2001 2002 2003 2004 2005 2006 2007 2008AP Language and CompositionASD 3+%Worldwide 3+ %908070605040ASD 3+ %Worldwide 3+ %30201002000 2001 2002 2003 2004 2005 2006 2007 200829

AP Science ExamResultsAP BiologyOur performance in both biologyand chemistry were aboveworldwide scores last year andagain this year as well. Wemade significant gains againstthe worldwide average inchemistry. Our scores of 3+percentage remain very high inboth subjects.AP Chemistry30

AP Statistics & PhysicsOur physics scores, while less in percentage of 3+ scores, actually reveal growth as we had triple the number of studentstake the exam this year (21 compared to 8 in 2007). We have seen a decline in our statistics scores that is somewhatpuzzling to us. We know that statistics requires a different type of thinking and it appears that many of the students whotake this course do so with the perception that this is an easy AP, which it is not. We may need to re-consider the prerequisitesfor this course in the future.AP StatisticsAP Physics31

AP Calculus ResultsOur students in Calculus AB continue to build on the trend from the last few years. Inaddition, five students in the class, thanks to extra time after class from the teacher,achieved five’s in the AP Calculus BC as well as the Calculus AB!32

AP Spanish & FrenchOur numbers are very small in AP Spanish and French, but our performance remains strong. Withstudent transitions, it is difficult to build a base of students who take world language at our school for atleast four years, but our goal remains to increase the number of students who reach this level ofproficiency.33

AP Computer Science AIn this difficult programmingcourse our student numbersremain small (6 students thisyear) but the scores areexemplary.34

NWEA Measures of Academic ProgressGrades 3 – 52007/2008Grade level Subject Area ASD Mean RIT Score US National Above US NormsMean RIT ScoreGrade 3 Math 201.9 202.4 -0.5Reading 204.1 199 5.1Language Usage 204.9 200.5 4.4Science 198.8 196.3 2.5Grade 4 Math 214.6 211.4 3.2Reading 211.3 205.8 5.5Language Usage 212.2 207 5.2Science 203.9 200.9 3Grade 5 Math 228.6 219.2 9.4Reading 218.6 211.1 7.5Language usage 220.4 211.8 8.6Science 209.2 204.9 4.3Grades three, four and five took the NWEA Measures of Academic Progress test three times during the 2007/2008 school year. The results aboverepresent the results from the final testing in the spring and compare ASD results against the National US Norms.As evidenced in the table ASD students scored above the US National Norms in all areas except Math in third grade. The subtests of the third gradeMath showed that the area of relative weakness was in computations (-0.5). However, it is worth mentioning that the third graders showed 10. 2 RITpoints growth in this area. This is the expected growth, given the starting point for the first testing of the year. In recognizing that the area ofcomputation is in need of improvement, a targeted goal has been set to improve computation skills in third grade. It is important to note that in theareas of measurement, statistics, probability and algebraic concepts, ASD third graders scored above the US National Norms. In the area of problemsolving ASD third graders demonstrated a very significant strength.All other grade levels scored above the US National Norms in all areas. Fifth grade scored significantly high in the Math areas of number sense andgeometry.35

NWEA Measures of Academic ProgressMiddle School2007/2008Grade level Subject Area ASD Mean RIT Score US National Above US NormsMean RIT ScoreGrade 6 Math 232.4 223.8 8.6Reading 222.1 214.8 7.3Language Usage 222.3 215.1 7.2Grade 7 Math 237.8 228.3 9.5Reading 227.7 217.9 9.8Language Usage 227.5 217.7 9.8Grade 8 Math 244.1 232.7 11.4Reading 231.4 221.2 10.2Language Usage 229.4 220.4 9Middle School students took the NWEA Measures of Academic Progress test twice during the 2007/2008school-year in the areas of math, reading and language usage. As evidenced in the table above, ASDMiddle School students scored above the US National Norms in all areas. Areas of significant strength werein sixth grade, seventh grade and eighth grade math, seventh grade reading and language usage andeighth grade reading.The NWEA Measures of Academic Progress is an adaptive test that looks for individual growth instudent learning.36

American School of DohaResults from the 2006 PISA TESTSubject ASD Results Qatar Results OECD Highest ScoringUS ScoresCountryWorldwideResultsResultsMean Mean Mean MeanReading 579 312 500 556 (Korea)Mathematics 560 318 500 549 (Taipei) 474Science (composite) 570 349 500 563 (Finland) 489*Identifying Scientificissues* Scientifically explainingphenomena*Using scientificevidence562 353 500 Not available567 357 500 Not available575 325 500 Not availablePISA stands for Programme for International Student Assessment. It is an international standardizedassessment that was jointly developed by participating countries and administered to 15-year-olds in schools invarious countries. The survey was implemented in 64 countries, including the State of Qatar in 2006. A randomselection of ASD students participated in this test. The results were shared internationally and with ASD inDecember 2007.As evidenced in the chart above, ASD students scored very well relative to the World-Wide Norms, the USNorms and the highest scoring countries.37

Presidential Fitness AwardsIn our Physical Education program, the only measure of overall student performance in fitness that wehave are the National and Presidential Fitness Awards. Since we started recording this data, we haveseen some very positive growth in this area. This past year both the middle and high school had hugeincreases in students who qualified for the “Presidential” fitness recognition. In the national fitnesstest, the middle school had a substantial decrease, while the high school had a tremendous jump inqualified students.1301201101009080706050403020Middle School 2003-04Middle School 2004-05Middle School 2005-06Middle School 2006-07Middle School 2007-08High School 2003-04High School 2004-05High School 2005-06High School 2006-07High School 2007-08100PresidentialNational38

Computers-Student RatiosWe continue to expand and invest in our technology resources; however, with the increased use of technology forinstruction, coupled with our growth, it is still difficult to meet all of our technology demands. We have completedthe laptop program for faculty and all teachers have laptop computers which are essential for the required work onVirtual School, Power School, and curriculum mapping/unit design. We have also provided all middle and highschool teachers with classroom LCD projectors and have provided one LCD projector per team in the elementaryschool. The next large obstacle for us is to provide more mobile units for classes and to investigate how a studentlaptop program could help us cope with the every increasing demand for technology. In addition, much of ourtechnology is aging and we need to develop a comprehensive replacement cycle in order to keep our students andteachers on the “cutting edge.”200180# of Computers160140120100806040200MS/HS 05-06MS/HS 06-07MS/HS 07-08MS/HS 08-09ES 05-06ES 06-07ES 07-08ES 08-09Faculty 05-06Faculty 06-07Faculty 07-08Facuty 08-0939

Parent Survey: Overall Satisfaction ResponseAt ASD we are blessed with strong parent support and the response to our annualparent survey reveals the trust and faith that parents have in our school. We willcontinue to try and meet your high expectations.This year we gave our annual survey electronically via Survey Monkey, and althoughwe did have fewer returns (about 81%) the results remained strong to the essentialopening question of the survey:As a parent I am very satisfied with the American School of Doha:5 & 4StronglyAgree/orAgree3SomewhatAgree2Disagree1StronglyDisagreeElementary 88% 10.7% 1.3% 0Middle 73.9% 26.1% 0 0High 71.3% 21.9% 4.1% 2.7%40

Middle School Week Without Walls: Grade SixWWW 2008 Survey ResultsScoring = 5 strongly agree, 1 strongly disagreeGrade 6 Parents 2008WWW was a worthwhile educational experience 4.24Sufficient connections made to the curriculum 3.65Organization and communication met my needs 3.82My child has enthusiastically shared the week 4.05My child was challenged to grow outside their comfort zone 3.70AVERAGE 3.89Grade 6 Students 2008I learned new & valuable things during WWW 3.57I enjoyed the activities conducted during WWW 4.36Parents and I have talked about WWW experience 3.53Some of the activities were new and challenging 3.01I can enthusiastically recommend the WWW to other students. 4.29AVERAGE 3.75Parents and students continue to rate the experience highly. Parents and studentsshowed a decrease in connection to the curriculum and this will be a focal pointof the 2008-2009 trip. Student feedback also indicates that the experience couldbe more challenging to them through the introduction of new concepts andactivities.41

Middle School Week Without Walls: Grade SevenGrade 7 Parents 2008WWW was a worthwhile educational experience 4.42Sufficient connections were made to the curriculum 3.90Organization and communication met my needs 4.25My child has enthusiastically shared the week 4.25My child was challenged to grow outside their comfort zone 4.47The choice of UAE was appropriate locale 4.36AVERAGE 4.27Grade 7 Students 2008WWW was a worthwhile educational experience 4.12I enjoyed the activities in the UAE 4.63I have spent time sharing WWW with parents 3.96I was challenged to grow outside my comfort zone 3.75I can enthusiastically recommend the WWW to other students 4.40AVERAGE 4.17Parents thought this year’s program did more to stretch our students than in yearspast. A point of focus for the coming year will be getting students to communicatewith their parents and boosting the connection to the curriculum. It is interestingthat parents rate the experience high for taking the kids out of the their comfortzones and making this a worthwhile experience.42

Middle School Week Without Walls: Grade EightGrade 8 Parents 2008WWW was a worthwhile educational experience 4.02Sufficient connections were made to the curriculum 3.52Organization and communication met my needs 3.92My child has enthusiastically shared the week 3.96My child was challenged to grow outside their comfort zone 3.86The choice of Malaysia was appropriate locale 3.98AVERAGE 3.87Grade 8 Students 2008WWW was a worthwhile educational experience 4.15I enjoyed the activities in the Malaysia 4.21I have spent time sharing WWW with parents 4.10I was challenged to grow outside my comfort zone 3.60I can enthusiastically recommend the WWW to other students 4.52AVERAGE 4.11The ratings of the parents remained fairly consistent with previous years.Interestingly, students felt that the trip could have done more to challengetheir comfort. A point of emphasis for the coming year will be to emphasizethe connection of the trip to the curriculum experienced at ASD.43

Elementary Library Circulation/MonthShowing Current Year against the Past Three Years7000600050004000Aug 07SchoolClosedDec 06ASIAN GAMESWINTER BREAKJun 08library closedfor packingJun 07library closedfor packing3000200010000Aug Sep Oct Nov Dec Jan Feb Mar Apr May JunAugust 04 - June 05 August 05 - June 06 August 06 - June 07 August 07 - June 08In this graph, the elementary library increased circulation by 1,000 materials a month onaverage, from the 2006-2007 school year to the 2007-2008 school year. Higher enrollment andincreased collection numbers have resulted in more books in students’ hands.44

Number of MaterialsElementary Library Circulation: 2007-089000Elementary Library Check-out800070006000500040003000200010000ElemFacultyElem Staff PreK K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 ParentsElementary Community2004-2005 2005-2006 2006-2007 2007-2008In this graph, the circulation numbers of the elementary community members has beendivided into grade levels and patron types. With the addition of one class per grade level,with the exception of grade five, nearly every grade increased circulation. The move of thelibrary from a location directly across from grade two, to an area outside the primary school,resulted in second grade circulation holding steady.45

Number of VisitorsDEC 06 ASIAN GAMES WINTER BREAKLIBRARY CLOSED FOR PACKING IN JUNEElementary Library Patrons Usage: 2007-08Total Foot Traffic14000120001000080006000400020000Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun2004-2005 2005-2006 2006-2007 2007-2008This graph illustrates the number of ASD community members who have visited the libraryduring the 2007-2008 school year. With the move of the elementary library into a new spacethree times its original size, total foot traffic nearly doubled every month. March was thebusiest month with nearly 14,000 visits to the library.46

Number of VisitorsAUG 07 SCHOOL CLOSEDDEC 06 ASIAN GAMES WINTERBREAKJUNE 07 LIBRARY CLOSED FOR PACKINGJUNE 08 LIBRARY CLOSED FOR PACKINGElementary Library Average Foot Traffic / Day800750700650600550500450400350300250200150100500Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun2004-2005 2005-2006 2006-2007 2007-2008In this graph, the number of visits to the library has been broken down to show averagedaily attendance by ASD community members, which includes, students, faculty, staff andparents. During the 2007-2008 school year, the elementary library had an average of 621visits per day.47

Middle and High School Database UsageThe use and instruction of online databases remains a critical aspect of information literacy. Thischart shows that Grolier online encyclopedias remain a popular source of information.48

# of BooksMiddle and High School Library CirculationMiddle school students, especially sixth graders, read the most books in the MS/HS Library. As the students go up in grades wesee fewer checkouts, more use of reference materials, and more dependency on the internet sources.Book Circulation by Grade14001200100080060040020006 7 8 9 10 11 12Grade49

Middle and High School Library CollectionFor the first time, the new MS/HS library divided the book collection to provide separate distinct collections forthe middle school and high school students. In addition, we were able to start aligning book purchases withthe curriculum. This graph shows the number of books in various subject areas.GeneralitiesPhilosophyReligionSocial ScienceLanguageNatural Science & MathTechnologyThe ArtsLiteratureGeography & HistoryFictionReferenceBiographyProfessionalStory CollectionCollection Size0 500 1000 1500 2000 2500 3000 3500 4000Number of Books50

Elementary Sports ProgramLast year saw a “boom” in elementary sports as the opening of the middle and high school facilities provided morespace and opportunity for elementary students. In most sports, the numbers doubled or tripled from the previousyear. Cross country was a great new addition as well. Qualifying students were selected to play on school teamsin both 2 nd /3 rd and 4 th /5 th grade divisions in the city tournaments as ASD is a member of Qatar Schools SportsAssociation (QSSA).BASKETBALL SOCCER SWIMMING TRACK & FIELD CROSS COUNTRYGRADE 2 & 3 GRADE 4 & 5 GRADE 2 & 3 GRADE 4 & 5 GRADE 2 & 3 GRADE 4 & 5 GRADE 2-5 GRADE 2-5BOYS GIRLS BOYS GIRLS BOYS GIRLS BOYS GIRLS BOYS GIRLS BOYS GIRLS BOYS GIRLS BOYS GIRLS90 47 83 54 112 52 90 34 25 25 25 25 40 40 18 17ALL SPORTS COMBINEDB.BALL SOCCER SWIM Track X Country ALLBOYS 173 202 50 40 18 463GIRLS 101 86 50 40 17 28551

Lower ElementaryAfter School ActivitiesThe ASA program in the lower elementary school remains a vital part of the school day for well overhalf of our students. These programs not only offer enrichment learning, but also many exploratoryopportunities for students.KindergartenQUARTER 1 QUARTER 2 QUARTER 3 QUARTER 4Number of Activities 6 5Number of Students 54 47% of Students 64 51Grade 1Number of Activities 5 7 6 6Number of Students 51 71 71 60% of Students 57 78 76 64Grade 2Number of Activities 8 11 7 8Number of Students 61 59 54 63% of Students 64 64 53 5852

Upper Elementary After Schools ActivitiesQUARTER 1 QUARTER 2 QUARTER 3 QUARTER 4GRADE 3Number of Activities 12 10 8 7Number of Students 71 55 61 70% of Students 64% 64% 53% 58%GRADE 4Number of Activities 10 8 8 12Number of Students 70 53 54 57% of Students 81 61 64 67GRADE 5Number of Activities 9 8 5 12Number of Students 68 50 57 64% of Students 70 53 57 60K-5 # of activities 23 21 23 21K-5 # of Students 321 288 351 36153

Varsity SportsIt was a banner year for varsity sports at ASD beginning with the opening of the new indoor swimming poolfor the EMAC tournament and capped by ASD’s track and field victory in Cairo, breaking a twenty-five yearmonopoly by the host school. In between these two events we watched the varsity girls volleyball team wintheir second consecutive EMAC championship, the boys volleyball team finish a strong second, our soccerteams play some great matches, our varsity girls win cross-country and our boys cross-country givinganother strong performance for second, and our basketball teams go to the final minutes before losing tothe eventual EMAC champions. Even better than our performances on the field was the class andsportsmanship that we exhibited off the field. Our varsity athletes did a great job of representing ourschool.54

Junior Varsity SportsThe junior varsity program continued this year to provide both excitement and a great training groundfor young athletes. Our EMAC tournament results were great with junior volleyball girls taking gold,.boys and girls soccer capturing silver, as did our boys and girls cross-country teams and basketballteams. Our junior track team was part of the success story in Cairo this year with the girls taking a firstand boys a fifth, and our academic team won a silver in a sudden death playoff in the final round. Ourjunior athletes, in learning to compete, also learn how to accept victory with humility anddisappointment with dignity. We are proud of all of these young athletes.55

Music at ASDASD is blessed with a vibrant and active music program that includes both vocal and instrumental music. Inaddition to a concert band, percussion ensemble and jazz band, many of our students participate in the localDoha Community Orchestra as well. Our choral program consists of both a concert choir and ensemble group,the Chamber Singers. This past year was highlighted by the opening of our new Fine Arts Center and wehosted the EMAC Senior Arts Festival with more than two hundred students involved in music, drama, and thevisual arts. In addition, our students continue to do well in their “audition based” participation in AMIS honorbands with five middle school students selected to play in Morocco, and 9 high school students selected to playand sing in the festival in London. Our program is supported by a strong elementary and middle schoolprogram, with beginning band starting in grade six. In addition to annual concerts, our music studentsperformed at graduation, our “Grand Opening” ceremony, and for special guest Madeleine Albright, plusnumerous holiday performances.56

Drama at ASDDrama took a huge step forward with the advent of our new theater and a whole new and variedprogram for middle and high school. A new step in stage production was realized with theproduction of the musical “Pippin” in the spring with over forty students involved in the production.In addition, several ensemble pieces were also performed, including “Antigone,” “A MidsummerNight’s Dream,” and “Tartuffe.”57

Visual Arts at ASDThe visual arts are taught in grades PK-12 and student art is featured throughout the school. In the elementaryschool, the Peace Dove Project involved every single elementary student and created a visual reminder of ourvalue of “Peace” throughout our elementary corridor. In the secondary school, there was an art exhibit duringthe EMAC festival, a faculty – student exhibit, and in May, the advanced art class did an art show as well. Bothmiddle and high school classes continually gave visual energy to our lobbies.58

Elementary School Community ServiceCommunity service learning is an essential part of our “learning” as a school and we align thiswith our school values of respect, responsibility, honesty, and compassion. Our students are veryfortunate and we want them to develop the inner joy of giving to others, protecting ourenvironment, and working toward a goal together.Grade Level Project Amount RaisedPK Collection of hygienic items for workers No money involvedKG Collection of canned food for workers No money involvedGrade 1 ES Compost Project No money involvedGrade 2Created and workers for books for aNo money involvedTanzanian SchoolGrade 3 Toy Sale to raise money for A-CET QR 4,888.00Grade 4 Lance Armstrong Drive QR 6,850.00Bake Sale for A-CETBoot Sale for A-CET QR 5,000.00Grade 5 Walkathon for A-CET US$ 7,500.00Student CouncilSelling of Heart-o-grams“The Cats”ACETBook Aide InternationalDonated 1,500 QRDonated 5,400 QRDonated 5,400 QREdo Care Recycling paper No money involvedArt Department School community art projects No money involvedPeace DovesLibraryPeace FlagsDragon Wall MuralPeace BenchesChildren Around the WorldPainted Tables & ChairsUsed book sale with funds raised beinggiven to5,111.00 Book Aid Int’l5,111.00 ACET59

ASD Reaches Out2007/2008 was a very big year for ASD in terms of community service and sustainability. Teachers and students are empowered to bethe positive change our world so desperately requires. ASD EduCare, Hands Across Doha, Care Club and Global Issues are just a fewexamples of groups at ASD working towards a sustainable future. This academic year ASD has made huge positive strides towards trulycreating global citizens and will continue our quest in the years to come.Forty ASD teachers have formed the acclaimed and recognized EduCare committee. Thirty-five middle school and high school studentsmade up Hands Across Doha, a group reaching out to workers in our city. High school students took service-learning trips to Tanzaniaand Bolivia. The African Children’s Education Trust raised $22,000 to build a school in Ethiopia, and continues to support the growth ofthis school currently. National Honor Society members were busy raising money for Make-A-Wish and Nothing But Net, as well as doingprojects for ASD workers and hosting movie nights for our elementary students. The National Junior Honor Society has continued tosupport a school and orphanage in Sri Lanka. The elementary Care Club of thirty students undertook several environmental and petfriendlyinitiatives. Students from kindergarten to 12 th grade were involved in a Reduce, Reuse and Recycle campaign on the ASDcampus.60

Middle & High School CommunityServiceCommunity service is embedded into many of the activities that we have at ASD. NJHS and NHS annually raisefunds to pay for the teacher and teacher’s aide in our adopted school in Sri Lanka. Global Issues Network hasraised money to build a school in Ethiopia. Over thirty students traveled to Tanzania during spring break to workwith schools there. Our Hands Across Doha collected food and clothing for local work camps, and in our annualWeek Without Walls trip to Malaysia, working with local orphanages and schools is always part of the experience.This past year, four of our juniors, Nicole Sayers, Lauren Pratt, Chris Wallace, and Calvin Ullrich raised over$22,000 and traveled to Bolivia to use the money to build new restrooms and a library at a local school there.Learning to give is part of an ASD education.61

College AcceptancesThe chart below shows where our graduating seniors are attending colleges and universities. Thebiggest factor in this graph is the 21% of the seniors who have not informed ASD where they arematriculating. Coupled with that we see a 13% decline in US colleges and universities, a 10% drop inEuropean universities, and a five percent increase in students attending Education City. I imagine thedecreases are captured in the decreases that we see, but we will have to find a more accurate mannerto gather information from seniors in the future.60%50%40%30%20%US CollegesCanadian CollegesGulf CollegesEuropean UniversitiesEducation CityMilitaryAsian UniversitiesCommunity CollegesUnknown10%0%2003 2004 2005 2006 2007 200862

Matriculation to Top Colleges and UniversitiesEvery year US News and World Reports publishes a special college issue that ranks the topone hundred colleges and universities, both private and public in a common ranking.MacLeans and Gourman’s do a similar report in Canada. The chart below shows how ourstudents have fared in their applications to these prestigious schools. This past year 60% ofthe students who applied to US universities and colleges were accepted in the top 100 schools(exactly the same as last year), and 34% of students who applied to the top ten Canadianuniversities, were accepted. Of note is that we have one graduate attending Harvard andanother West Point, and 87% of our Canadian acceptances were to schools rated in the top25 within Canada.2002-03 2003-04 2004-05 2005-06 2006-07 2007-0870.00%60.00%50.00%40.00%30.00%20.00%10.00%0.00%% Attending: Top 100 USA % Accepted Top 100 USA % Accepted: Top 10 Canada63

EPILOGUEAs I collect and organize the data for this fifth annualreport, I am not only surprised by how much haschanged but also by how much has stayed the same.In a recent essay, one of our students wrote, “ ASD is aplace to learn, build friendships, and be in a greatcommunity.” These ideas of learning, friendships, andcommunity are captured more in the photographs ofthis report than in the data.However, data is a good reminder to us about whatresearcher Jim Collins calls “the brutal facts.” Weneed to try and get an objective view of ourselves inorder to see how well we are really doing and to bebrave enough to face these facts and to seeimprovements.And that is what the annual report is reallyabout…improvements. We want to learn from our pastand continue to strive for excellence in all that we do inthe future.I am reminded every day about how blessed we are tolive in a community where excellence is expected,where children want to learn, and teachers love toteach, and the idea of community is not just a word buta way of life.64

2008 College MatriculationAbate, CandaceAbdallah, NorahAbou-jaoude, BadyAhern, VeronicaAkhter, ShehzeenAl Ani, OmarAl Beldawi, HusamAl Khori, NasserAl Khulaifi, AsmaAl Marri, NajdAl Thani, JaziAli, MaazAli, MaryamBadra, KarimBailey, TyBreutsch, MichaelCaleja, Sai AnCallens, ChrisCollins, BayleighDixon, ClaireDwimaryanto, BellaEl Attar, AhmedEl Waylly, TamaraFakhroo, AbdulaziFakhroo, MariamFarah, LibanGoucher CollegeNYUGeorgetown - QatarNYIT (Bahrain)Univ of Ontario-Inst of TechTexas A&M - QatarKings University College at Western OntarioCarnegie Mellon-QatarGeorgetown - QatarOxford Brooks-FoundationCarnegie Mellon-QatarTexas A&M - QatarArizona State UniversityGeorgetown - QatarUniv of Colorado- BoulderUNCW (NC)BYU - Intensive EnglishBlinn - BrenhamSMUMissouri StateLaSalle Col of Arts SingaporeDalhousieGeorge Washington UnivRoyal Holloway-FoundationWilliam & MaryCarletonGabrial, MariamGarcia-Benoche, IbraGroeneweg, AliciaHansen, VarHarty, KylaHasan, SyedHenson, JakeHumphries, KatieIskandar, DanaIskandarani, AlmaJansen, FrederikJohnson, BrianJohnson, HaleyKachchi, YusufKlaasen, KatKnox. KristiLopez, LyndsiLutton, MathewMackey, LaurenMackow, TaraMaili, AlkestaMasood, NabeelMenezes, SheldonNavo, SamanthaO'Brien, CooperOlson, LisaCornell- QatarCarnegie MellonUniversity of VictoriaImperial College LondonLeftbridge CollegeDrexelMount Vernon, OHStephen F AustinQatar UniversityCarletonSamordna Opptak (Norway)Univ of Colorado- BoulderWest PointWilfred LaurierUniv of VictoriaSt. Edwards UniversityUniv of Texas- San AntonioCarletonYork College, PAUniv of CalgaryBaylorTexas A&M - QatarDubai Aeropsace UnivGeorgetown - QatarRhode Island School DesignFransiscan (OH)65

2007-08 ASD HighlightsAugust:- Opening breakfast for ASD teachers, staff, and board was held in the new MS/HS dining hall- Carrie Ekey did literacy training for elementary teachersSeptember: - A new three floor purpose built facility opened for students in middle and high school- Data analysis training for MAPs testing was done by Kathy Stetson- NWEA MAPs testing was done for middle school- ES introduces new math coordinator position- New student database, Power School, used for the first timeOctober:November:- 8 th annual Halloween Carnival records a record turnout- “Hands Across Doha” fed 400 workers at Iftar- Middle school students took MAPs testing on line- Opening of the “Doves of Peace” Wall in elementary school- Schoolwide wireless network opening in middle & high school- Erma Anderson consults on math and science- First EduCare Symposium hosted at ASD- Martin Skelton trains administrative team in “Focus on Learning “- Steven Leever was named as new middle school principal for the 2008-09 school year- ASD hosted the EMAC Swimming Invitational in the new ASD indoor pool- Sam Sawan became the first ASD student to be named as an officer at the prestigious THUIMUNDecember: -PTA Gala raised over QR 100,000- Booster Club held first ever Christmas Tour of Homes66

January:February:March:April:May:June:- The new ASD theater opens- “Antigone” was performed in the high school- International Week- ASD commits to building a school in rural Ethiopia following a visit from A-CET- Over 350 students and teachers participated in Week Without Walls- Madeleine Albright gives address to ASD community- Texas A&M Boot Scoot raised funds for microscopes- “Pippin” was the first musical performed in the new ASD theater- The new facilities are celebrated with a Grand Opening ceremony- Record crowds attended the PTA Friendship Festival- NJHS and NHS raised over QR 5000 to pay the salary for a teacher at our sister school inHamblatola, Sri Lanka- Elementary reached peak enrollment of 813 students- Julian Arambarri named as the winner of the NESA Hass-Hanson Award for student led community service,and gives remarks at the NESA Educators’ Conference in Bangkok- First elementary music concert held in new ASD theater- Thirty high school students traveled to Tanzania for a community service project- Completion of the first year of MAPS testing- Grade 5 students garner five of the top ten awards at the regional NESA Virtual Science Fair- ASD Track & Field Team wins the Cairo Invitation Track Meet- Haley Johnson becomes the first ASD graduate to attend West Point- Bolivia Project: Four juniors raised over $22,000 to build new restrooms and alibrary in a village school in Bolivia- ASD’s largest graduating class held graduation in the ASD theater- Official promotion ceremonies for grades 5 and 8 were held in the ASD theater67