here - Shanghai American School

Transcription

2014-2015
PARENT HANDBOOK
EARLY CHILDHOOD AND
ELEMENTARY SCHOOL
AT SHANGHAI
AMERICAN SCHOOL
Shanghai American School
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Communit y
2014–2015
IMPORTANT DATES
July/August
July 29 First Day for New Faculty
August 6 First Day for Returning Faculty
August 11 New Student Orientation Pudong
August 12 New Student Orientation Puxi
August 13 First Day for Students
September
8 Mid-Autumn Festival (no school)
29-30 PD Day, no school for students
October
1-3 National Day Break (no school)
November
6 Parent Conferences (school in session)
7 Parent Conferences (no school)
14 End of ES and MS Trimester 1
28 American Thanksgiving Holiday (no school)
December
19 End of 1st Semester
22-31 Winter Holiday (no school)
January
1-9 Winter Holiday (no school)
12 School Resumes/First Day, 2nd Semester
February
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DECEMBER 2014
I nter national
16-17 PD Day, no school for students
18-24 Chinese New Year Holiday (no school)
March
13 End of ES and MS Trimester 2
23-27 Spring Vacation (no school)
April
6 Tomb Sweeping Day (no school)
16 Parent Conferences (school in session)
17 Parent Conferences (no school)
May
1 May Holiday (no school)
June
12 End of School Year – Students 1/2 Day
22 Dragon Boat Festival
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Phone: (86-21)6221-1445
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JULY 2015
www.saschina.org
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01/2014
Table of Contents
Welcome from Elementary Principals ................................................................. 2
Shanghai American School — A Rich Past ....................................................... 3
EAGLES ........................................................................................................ 4
Mission and Core Values ................................................................................. 5
Components of our Early Childhood Program ..................................................... 6
Early Education Daily Routine ............................................................................ 8
Elementary Programming — Kindergarten-Grade 5 ............................................. 8
School Guidelines and General Information .................................................... 10
School Procedures ....................................................................................... 12
School and Personal Property ...................................................................... 16
Student Conduct and Discipline .................................................................... 16
Support Services ....................................................................................... 17
Elementary School Faculty and Staff
Pudong Campus Staff ...................................................................... 19
Pudong Campus Faculty ................................................................ 20
Pudong Campus Floor Plan .......................................................... 21
Puxi Campus Staff .......................................................................... 23
Puxi Campus Faculty ...................................................................... 23
Puxi Campus Floor Plan ................................................................. 26
1
ELEMENTARY SCHOOL HANDBOOK
Welcome from Elementary Principals
Dear Parents,
Welcome to our Early Childhood Program and Elementary School at Shanghai
American School. On behalf of our faculty we would like to say we are very
pleased to have you join us.
Shawn Colleary
ES Principal
Pudong Campus
Michael Allen
ES Principal
Puxi Campus
focused attention by our staff.
At SAS we take the responsibility of providing a safe and nurturing learning
environment very seriously. Our teachers work together to create a welcoming
environment that is developmentally appropriate, fosters independence, and
encourages a passion for learning through authentic exploration and hands-on
experiences. Early childhood and elementary school students rapidly develop
foundational capabilities on which subsequent development builds so in
addition to their remarkable linguistic and cognitive gains, they will exhibit
dramatic progress in their emotional, social, and moral capacities. All of these
critical dimensions of early development are intertwined, and each requires
As a parent at SAS you play a key role in your child’s educational development. You will have many opportunities to support,
celebrate, and partner in the learning process. Just wait until you see your child up on the stage performing with their class or
grade level to a musical performance, or listening to your child through the early stages of their literacy development. These are
all events that will not only make you proud but continue to nurture those various stages of their childhood development.
Get ready to be an active part of one of the best international schools in the world! We welcome you to join our community of
learners here at Shanghai American School. If we can be of any assistance during your transition to SAS, please feel free to call
Michael Allen, Puxi campus, or Shawn Colleary, Pudong campus.
Sincerely,
Michael Allen and Shawn Colleary
Elementary School Principals
Shanghai American School
2
Shanghai American School - A Rich Past
Shanghai American School has a long history in China’s largest metropolis. When SAS first opened its doors, on September 17, 1912, the school boasted 38 students. By the 1920s,
SAS had attracted over 500 students in grades Kindergarten
through 12th grade. Students came from expatriate missionary, diplomatic, and business families. Many of them went
on to distinguished careers in academia, research, medicine,
or diplomatic work. SAS closed in 1950, following the
change in government in China.
The school reopened in 1980 on the grounds of the US
Consulate General. A growing foreign community and
expanding foreign business activity quickly drew increased
enrollment, prompting a move in 1989 to the campus of
the Shanghai Number 3 Girls’ Middle School. When that
campus became too small, SAS moved to two new locations — one in suburban Zhudi, in Puxi (the west side of
Shanghai), and the other on the east, or Pudong, side of the
Huangpu River.
From 1980 until 1992, the school offered classes through
grade 8. Beginning with the 1992-93 school year, a middle
school was established for grades 6-8, and in 1993-94, a 9th
grade was added. At this time, the Associated Student Body
became active and the first SAS dance since 1949 was held.
Beginning with the 1994-95 school year, grades 10, 11,
and 12 were added and SAS began to provide the complete
pre-K through 12th grade educational program that thrives
today. The school’s growth since then has been tremendous: from approximately 20 students when it reopened in
1980, it has grown to more than 3,200 for the 2013-2014
academic year.
SAS is now the largest international school in China. SAS
students come from more than 40 coun¬tries, as do the
nearly 400 SAS teachers. On both the Pudong and the Puxi
campuses, SAS has fine new facilities specifically built to
support a comprehensive and carefully coordinated curriculum. Classrooms; science labs; facilities for drama, art, and
music; and gymnasiums and sports fields are all state-of-theart, and comparable to the best any international school has
to offer.
The Pudong campus moved into new facilities in 1998 and
the Puxi campus completed the move to its new campus
at the start of the 2000-2001 academic year. Since then,
facilities on both campuses have been continually expanded
and improved, and academic programs have kept pace with
enrollment in both scope and enhanced sophistication. High
school students can choose an International Baccalaureate
(IB) diploma program and/or Advanced Placement (AP)
courses to supplement a US high school course of study. In
recent years SAS has invested heavily in extensive technology
resources and in enhancing the way they are used to support
and enhance student learning. The school has several multimedia, Internet-connected, computer labs and hundreds of
stand-alone computers to serve students.
SAS is proud of its unique history — and of its active
alumni, many of whom who were students during the pre1949 period. A regular newsletter, SASA News, is published
quarterly (and posted to the Alumni page of this website).
The group holds regular reunions in the United States, and
smaller gatherings take place annually in April at the time of
the Alumni Lecture series on both SAS campuses. Renewed
outreach efforts are under way to engage the burgeoning
population of graduates from the post-1980 era.
3
An International Community
We describe Shanghai American School as an “international community” — not simply because our students come from a
variety of countries or that we are physically located in China — but because we strive to develop broad-minded
young people who will develop their talents to make a positive difference in the global community. We are also a community,
in the most meaningful sense. We are parents, students, and teachers who draw upon our unique backgrounds to focus on this
shared mission of inspiring each other and contributing substantively to the world around us. Our “international community”
immediately embraces new families and appreciates and honors the blessings of cultural diversity.
Pudong Elementary School
Puxi Elementary School
The Elementary School, Pudong campus, starts the 2014–
2015 school year with more than 350 children, almost
equally divided between boys and girls from over 40 countries. Class sizes range from 12 to 18 students. Our staff
consists of 56 certified, highly qualified teachers. They are
supported by a principal, a vice principal, two elementary
counselors, a psychologist, a technology coordinator, a librarian, and teacher assistants. Other support staff provide
the transportation, lunch, office, and building maintenance
services necessary for our comprehensive program.
The Elementary School, Puxi campus, starts the 2014–
2015 school year with more than 680 children, almost
equally divided between boys and girls from over 40 countries. Class sizes range from 12 to 18 students. Our staff
consists of 64 certified, highly qualified teachers. They are
supported by a principal, a vice principal, three elementary
counselors, a psychologist, technology coordinators, a librarian and teacher assistants. Other support staff provide
the transportation, lunch, office, and building maintenance services necessary for our comprehensive program.
SAS EAGLES
The EAGLES are SAS’s Schoolwide Learning Results. This
acronym describes the learning students might achieve
through their cumulative experiences of coursework, activities, and people at SAS. EAGLES represent the SAS mission,
vision, and core values translated into students’ lives.
SAS students will be:
Empowered to
Be lifelong learners
Take risks, to imagine, and to innovate
Be engaged with the world around them demonstrate
leadership through collaboration and teamwork
Maintain a healthy, balanced lifestyle
Be confident through knowledge and development of
personal esteem, skills, and strengths
Adaptable
Resilient, flexible, self-motivated learners
Problem solvers, negotiators, and collaborators
Global-minded citizens who
Act with the future in mind
Embrace diversity and engage responsibly in the world’s
problems with compassion, empathy, and tolerance
Respect and support family and community
Protect and advocate for local and global environments
4
Literate individuals who
Are multilingual and articulate communicators in
reading, writing, speaking, listening, and through artistic expression
Can analyze information to create new knowledge and
understanding through a constructivist approach to
learning
Are literate in information and communication
technologies
Ethical human beings who
Apply ethical principles in words and actions
Demonstrate citizenship and generosity through
authentic community service activities
Demonstrate integrity and honesty to themselves and
others in all interactions
View life as a contribution to the advancement of
humanity
Skilled inquirers who

Apply content knowledge and skills to authentic situations
Strive for academic excellence
Can express themselves through sound, movement and image
Apply skills and knowledge to broader systems
Reason soundly and critically
SAS Mission
The new SAS mission statement was developed as part of
a rigorous strategic planning process and approved by the
SAS Board of Directors in March 2011. The statement
reads:
Shanghai American School inspires in all students:
A lifelong passion for learning
A commitment to act with integrity and
compassion
The courage to live their dreams.
The strategic planning process also produced a
comprehensive five-year strategic plan that will
guide school operations over the next five years.
SAS Core Values
We believe that:
Embracing diversity enriches individuals and
communities
Acts of compassion and generosity of spirit
create a better world
When individuals take responsibility for their
own decisions, they are empowered to make a
positive impact
Each individual has intrinsic value and the
potential to contribute to society
Collaboration is key to overcoming complex
challenges and achieving common goals
Integrity is the foundation of enduring
relationships, quality institutions and wellfunctioning communities
As global citizens we have a duty to care for the
earth and its inhabitants to ensure the well-being of
humankind
Creativity, critical thinking and a lifelong passion for
learning are essential to personal fulfillment and to
meet the challenges of the future.
Strategic Objectives
By 2016, all students will:
Continually demonstrate passion for learning and
spirit of curiosity in the pursuit of personal excellence
Consistently act with integrity and compassion for
others and the world
Continually and confidently explore, discover, express
and pursue personal aspirations
Strategies
Shanghai American School will:
1. Align and develop our human resource processes and
practices (e.g., recruitment, development, evaluation,
motivation and retention) for all current and future
SAS personnel so that we can achieve our strategic
objectives.
2. Align our financial and capital resources to achieve
our strategic objectives and mission.
3. Align and enhance our curriculum and co-curriculum
to achieve strategic objectives and mission.
4. Align and design our branding, marketing and
communication initiatives as well as admission policies and procedures to support our strategic objectives
and mission.
5. Do whatever it takes to maximize the benefits of our
multi-campus structure to capitalize on our educational and community strengths to achieve our
strategic objectives.
5
Components of our Early Childhood Program
The Early Childhood (EC) Program at SAS includes PreKindergarten 3 (PK3), Pre-Kindergarten (PK4) and Kindergarten (K).
PLAY IS LEARNING
Play is the natural way in which children learn about
themselves and the world around them. We encourage
children’s play by providing an environment that supports
and develops their play. They develop ideas, create, use their
imagination, and talk about what they see and experience.
This in turn helps them to discriminate between fantasy and
reality. As children explore their world and interact with the
learning community around them, they learn to move from
an egocentric perspective to a more inclusive one.
LANGUAGE AND LITERACY
DEVELOPMENT
Children develop along a dynamic continuum and have
their own unique developmental rates. We use a variety of
resources to support a balanced literacy program. A balanced
literacy program includes phonemic awareness activities,
exposure to authentic literature, whole and small group
instruction and guided reading, model reading and writing,
shared journal.
PROJECTS
At various times throughout your child’s experience at SAS,
you will hear the term “project” from teachers. A “project” is
an in-depth study of a topic or a theme that could be either
teacher or child initiated. Children and teachers collaborate
together to conduct research and choose activities that are
of specific interest to children. Project work is designed to
foster creative thinking, independent learning, and make
connections with the outside world.
CENTERS
Young children benefit from having a classroom with clearly
defined, well-equipped learning centers that are arranged to
promote independence, foster decision making, and encourage involvement. Children rotate through various hands-on
centers which reinforce the concepts being taught in class
and address all learning styles and developmental needs.
Oral language development, social interaction, and artistic
expression are nurtured through developmentally appropriate centers. Early childhood teachers create centers where
children can work both independently and collaboratively
while building on whole and small group instruction in a
workshop setting.
Learning centers that you may see in your child’s classroom
include: literacy centers, listening centers, construction/
block centers, art, library, dramatic play, math, science, mu6
sic and movement, and puzzles/manipulative centers.
MATH
We believe that young children acquire an understanding of
math through repeated experiences using concrete, manipulative materials. The early childhood math program is based
on research and is designed to integrate learning mathematics into other subject areas so that children can learn math
through exploration during each school day. Playful activities
help children become independent and comfortable thinkers
about mathematical ideas. Our classrooms are a place where
a strong mathematical foundation can be created built on
experience and understanding.
ENGLISH AS AN ADDITIONAL LANGUAGE
(EAL) IN EARLY CHILDHOOD EDUCATION
The nurturing, language-rich environment of the EC
classrooms provides the opportunity for second-language
learners to develop their language skills in an authentic and
playful setting. Using a thematic, literature-based approach,
EAL students develop listening and oral language skills
within the classroom. Through activities such as role playing,
singing, chanting, and learning nursery rhymes, poems, and
games, the language learners are soon able to participate
more fully in regular classroom activities.
The most important factor affecting competence in a second
language is the level of proficiency in their first language;
therefore all children are encouraged to continue developing
their native language as they learn English, as well as having
the opportunity to practice and listen to English outside of
the school environment.
ART
While fostering creativity, early childhood art classes help our
young learners gain an awareness and an appreciation for art.
During art classes children will:
Explore various mediums
Combine imagination with art skills to create original
pieces
Be offered choice activities
View works of art via art literature and stories
The EC program recognizes the importance of nurturing
creativity, building confidence and expressing individuality.
MUSIC
The early childhood music program provides opportunities for children to communicate and express themselves
musically. Throughout the year your child will develop an
appreciation for music through:
A variety of sound sources
Selected recorded music
Opportunities for improvised singing
THe building of a repertoire of songs
Our EC classes are largely exploratory, using a wide range
of appropriate materials that provide a rich base from
which conceptual understanding can evolve in later years.
As a result of their experiences with music, our goal is that
children will initiate both independent and collaborative
play with musical materials and demonstrate a curiosity
about music.
PHYSICAL EDUCATION
The EC physical education program enables the young
students to begin developing competence in fundamental
movement skills. Specific themes and learning objectives
within each unit include:
• Physical fitness and movement concepts
• Various movements with a variety of equipment
• A range of games that promote physical development
The main focus of physical education class is for your child
to develop age-appropriate physical activities while gaining
self-confidence and body awareness.
SWIMMING
Swimming units are held twice a year in the Fall and Spring.
The lessons are an investigation of swimming through stroke
improvement and water Safety under the foundation of the
American Red Cross (ARC). Students experience swimming
as a form of physical fitness, play, movement exploration,
social interaction and personal achievement. The student to
teacher ratio is kept low and students are ability grouped to
maximize learning, (average 4:1). Students will receive an
ARC certificate at the end of this school year indicating the
level and standard they achieved.
CHINESE CULTURE AND LANGUAGE
PK3 and PK4 Chinese time will provide a safe, enjoyable
learning environment where students have access to authentic Chinese language and culture.
Students will learn to communicate in Chinese through various activities that allow them to interact with their peers and
teachers, including Chinese games, dance, drawing, songs and
storytelling. The Chinese program will:
Emphasize speaking and listening development
Begin to instill in children a love and respect for the
Chinese people and their culture
Further the child’s understanding of global diversity
LIBRARY
Students in early childhood use the library as a place to
foster a love of literacy. They learn how to care for library
materials properly and develop good reading habits.
Each week the library teacher reads stories that are integrated
within the current class theme and engages students in
simple discussions about the stories they heard.
Students are encouraged to check out a wide variety of materials such as books, magazines, and DVDs. In addition to
resources, there are many library programs such as Visiting
Authors that foster literacy development in the young child.
TECHNOLOGY
Technology is used to complement and enhance our early
childhood curriculum. Your child will be exposed to a range
of digital media such as ipads, macbooks, flip cameras, and
document cameras to support what they are learning in
the classroom. They will participate in a variety of activities
that foster early literacy and math concepts, while developing their creative thinking and problem-solving skills. Our
primary goal is for our early learners to develop a positive
attitude towards the use of technology.
EARLY CHILDHOOD REPORTING SYSTEM
SAS elementary schools run a trimester school year. Your
child will receive three report cards a year that focus on the
following areas:
• Linguistic development
• Cognitive development
• Physical development (fine and gross motor skills)
• Creative development
• Social development
• Emotional development
7
Early Education Daily Routine
DAILY SCHEDULE PRE-K3 PRE-K4
EXTRA CLOTHES
Pudong Campus
8:00a.m.–3:00p.m.
All children must have a complete change of clothes at
school. Accidents do happen and we would like your child
to have a set of clean clothes! All the items should be labeled
clearly with your child’s name. We suggest that children wear
Velcro or slip-on shoes until they are able to manage ties on
their own. Please have your child wear athletic shoes for PE
class.
Optional shortened school day is available after 1:00p.m. for
parents providing their own transportation.
Puxi Campus
8:10a.m.–3:00p.m.
Optional shortened school day is available after 1:00p.m. for
parents providing their own transportation.
DAILY SCHEDULE KINDERGARTEN
8:00a.m.–3:00p.m.
QUIET TIME
Every afternoon our early childhood program provides a
“quiet” time to allow each child a time of rest. As the year
progresses, the duration and format of rest time may vary
from class to class. Specific details about rest time will be
shared by your classroom teacher during the first week of
school.
TOILET TRAINING
We understand that occasional bathroom accidents do
happen in school for any number of reasons. However it is
expected that your child is 100% toilet trained by the time
school starts. All children MUST be able to wipe themselves
independently and pull up and down their own pants.
Diapers and other training pants are not allowed. Please help
your child be successful in toileting by allowing them to
wear clothing to school that has easy snaps and elastic waist
bands. We want your child to feel confident and comfortable
using the toilets at school.
Elementary Programming – KindergartenGrade 5
Below is a brief overview of the Elementary School academic
programing at SAS. For more detailed information about
the elementary school curriculum please visit the elementary
school academics portion of the SAS website via the following link: http://www.saschina.org/academics/elementaryschool/index.aspx
LANGUAGE ARTS
Our kindergarten through fifth grade English Language Arts
Program provides balanced instruction in reading, writing,
language, speaking, and listening. Literacy instruction is explicit and is integrated in all subject areas, providing students
with interdisciplinary experiences for learning. Teachers in
kindergarten through fifth grade provide a wide range of
literacy learning opportunities to meet all students’ developmental levels and learning styles. Using the workshop model
from Columbia University’s Teachers College Reading and
Writing Project, students develop literacy skills and strategies that are introduced and practiced within the meaningful
context of literature. Critical thinking and collaboration are
vital aspects of our English Language Arts Program.
8
MATH
Our Mathematics curriculum is based on the Common
Core State Standards and is designed to achieve a balance
among concepts, skills, and problem solving. The curriculum
stresses rigorous concept development, presents realistic and
relevant tasks, and maintains a strong emphasis on computational and procedural skills. The program used to support
student learning in grades kindergarten through fifth is
Everyday Math. The Everyday Math program is a researchbased program developed by University of Chicago, and
is aligned to Common Core State Standards. At Shanghai
American School our Mathematics curriculum empowers
students to understand mathematical content far beyond
simple arithmetic.
CHINESE PROGRAM
The Chinese Program at Shanghai American School is a
comprehensive Chinese language acquisition and development program. The program aims to develop Chinese
language knowledge, communicative skills, intercultural understanding and a global-minded disposition. We are committed to creating a stimulating, enjoyable and collaborative
learning environment in all of our Chinese classes. We take a
student-centered approach to teaching and learning Chinese,
and promote real-life learning experiences. The elementary
school Chinese Program consists of seven language proficiency levels, including Foundation, Foundation High,
Intermediate, Intermediate High, Advanced, Advanced High
and Language A (close to native proficiency). Please see the
Chinese Program Progression Chart on the SAS website for
more information.
http://www.saschina.org/academics/global-languages/chineseprogram/curriculum-details/index.aspx.
http://www.saschina.org/academics/global-languages/chineseprogram/index.aspx
SCIENCE
The Primary School Science program at SAS focuses on the
students’ discovery and wonderment of science, rather than
the knowledge base resulting from past discoveries. Our curriculum is based on the Next Generation Science Standards
(K-12) and in elementary school we focus on building a
strong foundation for science. Foundational practices in
the elementary classroom include building background
knowledge, teaching scientific and engineering practices,
integrating content, and developing scientific literacy. Our
science curriculum is designed to be inquiry-based and aims
to stimulate students’ natural curiosity, build interest in their
world and themselves, and provide opportunities to apply
scientific and engineering practices.
SOCIAL STUDIES
Social studies instruction at Shanghai American School
recognizes all students as lifelong learners and responsible
citizens who engage their talents and abilities in our global
community. Social studies instruction provides active learning experiences integrating the skills, analysis, and research
necessary for all students to inquire, problem-solve, and
make informed decisions in school, personally, and in civic
settings. The social sciences at SAS will provide the tools
required for students to construct an understanding of the
human condition. At SAS, our social studies standards are
based on recommendations from the National Council for
the Social Studies (NCSS).
MUSIC
In Kindergarten through 4th grade music classes, students
sing, play instruments, dance, listen to music of diverse
genres and cultures, improvise, compose, study music theory,
and engage with music technology. Students receive feedback
and are assessed on singing and playing instruments, alone
or with others, reading and notating music, listening to and
analyzing music, and evaluating musical performances.
In 5th grade, all students join our ensemble-based instrumental music performance program. Students learn to play
an instrument and get instruction and ensemble experiences
during the school day by joining either our band, or string
program.
PHYSICAL EDUCATION
The Physical Education program is designed around the
philosophy of building fundamental physical skills while
improving the brains ability to learn. Classes are designed to
improve brain function through incorporating movements
that cross the three planes of the body. Developing strength,
agility, flexibility, coordination, balance, and confidence in
one’s abilities is stressed through engaging in moderate to
vigorous physical activity. The units of study are as follows:
Swimming, Throwing & Catching, Jumping & Landing,
Footwork & Agility, Co-ordination & Movement.
ART
TECHNOLOGY
Students experience a variety of methods of discovery and
creative expression that can help them achieve success in all
areas of life through ceramics, drawing, painting, printmaking, and sculpture. By providing avenues for cognitive
exploration, elementary Art program encourages students
to see the world through their own eyes and determine a
path that inspires them. Students will be exposed to art
of other cultures, the works of famous artists, as well as
the basic elements and principals of art and design. When
possible, projects are coordinated with the learning of the
regular classroom to allow students to see connections and to
deepen their understanding.
Students are provided with exciting, meaningful, and
challenging technology experiences that prepare them to effectively address educational and real world needs and issues.
At SAS, technology education is approached as a tool for
learning and problem solving, exploration, investigation, and
development. The technology curriculum uses the International Society for Technology in Education (ISTE) Standards
and then modifies them as technology changes. Technology
education is closely integrated with each grade level’s instructional program allowing students to apply their skills to their
day to day learning.
9
School Guidelines and General Information
CURRICULUM
SAS’s elementary program compares favorably with
what is offered in the best American private and public
schools. In addition to the core subjects, specialists in Chinese language and culture, technology, art, music, library,
and physical education further enhance the educational
program. A wide variety of after-school activities are offered
throughout the year. Look for specific information about
these activities in SAS publications, such as The Eagle Review
magazine, the teacher blogs and the SAS website www.saschina.org.
PARENT/TEACHER COMMUNICATIONS
Parent-teacher partnerships are vital to your child’s success in
school. In the early childhood years, parents are the MOST
important people in a young child’s life. We recognize that
you, as parents, are your child’s first teacher. Your children
need you more than anyone else! Because of this, we strive to
keep communication and relationships with parents one of
our top priorities. Our role as teachers is to keep the lines of
communication open. Teachers at SAS do this in a variety of
ways. Below please find ways in which you may communicate with your child’s teacher.
1. Blog: These allow you to access your child’s classroom online! Newsletters, class calendars, schedules, class photos, and
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other school-related documents such as upcoming events,
whole school calendar, and sports activities are posted here
for easy access. You may access it by going to our Shanghai
American School website: www.saschina.org and clicking on
the elementary school link. At SAS, we are striving to channel all communication through school blogs.
2. Email: Every SAS teacher has an email address that follows this format: [email protected] .
3. Communication book or folder: In addition, your child
may carry a daily communication book or folder home. This
is primarily used to communicate important events going on
in the classroom and to act as a dialog between parents and
teachers.
4. School Connection: There are a number of facets offered
at SAS for you to become involved. Besides volunteering in
the classroom, the PTSA offers many alternative and fun
ways to be an active participant in your child’s education. To
find out more, please e-mail [email protected] or
[email protected].
COMPUTER USE AGREEMENT
A written document is required to be signed by all students
and/or their parents to mandate that any computer access to
the internet is used in a responsible manner.
TRANSPORTATION GUIDELINES
The school provides bus transportation for students. Students who ride school buses receive will receive transportation guidelines that stress the school rules and expectations.
These guidelines are in place to ensure the safety of students
while waiting for school transport, while on school transport
and while entering and exiting school transport.
Other forms of transport allowed onto school grounds are
private cars and compound buses. Students whose parents
have signed a waiver letter and who live within close proximity to the school, may bike or walk to school. The waiver
is in the Elementary Office. Entry onto school grounds
requires an ID card or a Pick Up Pass. A Pick Up Pass can be
obtained from the Registrar’s office.
If your child will be riding a different bus from school you
must notify their homeroom teacher and your respective
transportation office. Parents should contact their respective
transportation department for specific information and help.
In Pudong, YEAP transportation office can be reached at ext.
3297 and 3298 or by email - [email protected]. In Puxi,
YEAP transportation office can be reached at ext. 2311 and
2325 or by email - [email protected].
BUS CONDUCT
All school rules and behavioral expectations also apply to bus
behavior. While riding the bus or waiting for the bus, students are under the supervision of school employees. The bus
monitors have a list of rules that assure a safe, pleasant, and
orderly atmosphere on the bus. Students are expected to
know and follow these rules. If students continue inappropriate behaviors on the bus, parents will be contacted.
A student may be denied the privilege of riding a bus to
school, requiring the parents to make other transportation
arrangements.
LUNCH
Students in Pre-Kindergarten and Kindergarten eat family style. Teaching assistants help refill students’ plates as
needed. Students in grades one through five eat buffet style
by serving themselves, choosing from two hot dishes, salads,
fruits, dessert, and drinks. Students serve themselves refills.
In Pudong, fifth grade students eat in the middle school and
high school cafeteria using their lunch cards to pay for food
at each of the food stations.
How is more money added onto the Student ID Card?
Elementary students may load money on to their cards by
sending money to school in a sealed and labeled envelope to
their homeroom teacher. When on campus, parents can load
money onto their children’s cards at the Eurest desk outside
of the middle school/high school cafeteria in Pudong or at
the Sodexo desk set up in the elementary school hallway
each morning from 8:00-9:00 a.m. or in the middle school/
high school cafeteria.
What do I do if my child lose his/her lunch card?
Lost cards should be reported to Elementary Office immediately. Upon notification, a block will be placed on your
lost card; this prevents other people from using your card.
You may purchase another lunch card for replacement (100
RMB for card deposit), the remaining balance will be transferred to the new card.
Questions about the food service should be directed to your
respective food service providers. In Pudong direct questions
to [email protected]. In Puxi direct questions to
Sodexo at [email protected].
GYMNASIUM/AUDITORIUM ETIQUETTE
It is important that students know how to conduct themselves when watching others perform. At an athletic event
it is acceptable to make appropriate noise and show enthusiasm. At other performances, students will be expected to
sit quietly, refrain from talking and moving around, and
demonstrate respect for performers. No one has the right to
interfere with anyone’s ability to hear or appreciate a performance. Courtesy and sportsmanship is greatly appreciated.
HEALTHY SNACKS
Young children are active and get hungry frequently. Please
provide healthy snacks everyday for both morning and afternoon snack times. If your child has a long journey home,
it is a good idea to pack additional snacks. Healthy snacks
include small sandwiches, vegetable sticks, fruit, crackers and
cheese, yogurt, and popcorn. Gum, candy and gummy fruit
snacks are not allowed at school. Please do not send snacks
that contain peanuts, peanut butter, or other nuts, as there
are children who are allergic to nuts.
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School Procedures
SCHOOL HOURS
SAS opens at 7:55 a.m. and students are dismissed at 3:00
p.m.
ATTENDANCE
Research verifies a high correlation between attendance
in school and academic success. In order for a student to
receive maximum benefit from his/her education, daily
attendance is expected, unless there is a valid reason for the
absence. Absences, for any reason, are disruptive to the educational process and detrimental to a student’s achievement.
Parents are asked to ensure students attend school regularly.
To emphasize the importance of attendance in class, SAS has
adopted the following guidelines:
•
•
•
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Students are expected to be in the classroom on time.
All enrolled children are expected to be in school daily
when school is in session.
If your child will be absent from school or late, please
contact your child’s homeroom teacher as well as your
respective Elementary School Office as soon as possible. In Pudong, the Elementary Office can be reached
at extensions 3301 and 3314, or by emailing Rebecca.
[email protected]. In Puxi, the Elementary Office
can be reached at extension 2406 or by emailing [email protected].
If a student will be gone for more than two school days,
please contact the teacher at least two days in advance.
This enables teachers to make appropriate plans for
work that will be missed.
Vacations or travel while school is in session are strongly
discouraged. Alternative assignments can¬not make up for
class discussions and group work missed, therefore learning
maybe affected.
In an emergency situation, the principal can approve a leave
of absence. Work to be completed during a period of absence
will be expected to be handed in on the day the student
returns or at a date agreed to in advance with the teacher.
In the case of an emergency extended absence (for example,
serious illness or death in the family), parents should contact
the school office as far in advance as possible to make arrangements for the absence. For a long-term illness, students
should provide a written medical note signed by a doctor.
ELEMENTARY HOMEWORK GUIDELINES
At our Elementary Schools we believe that homework is effective when it serves as a critical component to the continued learning of a child.
We believe the purpose of homework is to:
1. Reinforce skills and concepts
2. Extend educational opportunities beyond the walls of
the classroom
3. Develop independent learning habits
The following are SAS Elementary School’s guidelines for
assigning homework:
1. Based on researched best practices, students will be assigned a maximum of 10 minutes of homework per grade
level each evening, Monday through Thursday. For example,
in fourth grade students should have 40 minutes of homework - 4th grade x 10 minutes = 40 minutes. Please note
that independent reading and muscial instrument practice
are not included in this formula.
2. Total minutes of homework time for any grade level
should be proportioned so that 50% of the time is dedicated to regular classroom homework and 50 % of the time
dedicated to Language Learning Block homework – Chinese, EAL, or Academic Support. For example, in fourth
grade, students should have about 20 minutes of homework
from their homeroom teacher and 20 minutes of Chinese
homework.
3. Homework will be differentiated. The different learning
needs of any student, at any given time, should be considered when assigning homework.The intent is to meet the
needs of all our learners.
A homework agenda is issued to every grade 4 and grade 5
student. It is intended to be used as a tool for organization of
work, as well as to facilitate communication between home
and school. Parents are encouraged to inquire about homework assignments and to periodically check to see if work is
up to date. If homework takes more than the allotted time
the parent and student should confer with the appropriate
teacher(s).
You can find the latest research on best practices around
homework at www.nea.org/tools/16938.htm.
HEALTH PROCEDURES
The school provides the services of registered nurses. Besides
treating minor injuries, the nurses assess more serious medical problems and make recommendations for additional
treatment. When a serious illness or injury is suspected,
the office will contact the parent or person designated on
the student’s enrollment card. Limited over-the-counter
medications (Tylenol, etc.) are issued, and only with parent
permission. If a child needs to take any medication during
the school day, the parent must send the medication with
identification and instructions, in English, to the school
nurse’s office in the appropriate division of the school.
Students who become ill during the school day are required
to consult the school nurse before calling home or departing
from the campus.
It is parents’ responsibility to notify the school of any
changes in a student’s health that may affect his or her performance in school. If a student is unable to participate in
Physical Education classes or physical activities, a note from
a doctor will be required. Also, any changes of address or
phone numbers should be updated by the parents in PowerSchool (powerschool.saschina.org) in case they are needed in
an emergency.
Occasionally, parents are confronted by their child complaining of feeling ill on a school day. The following information is designed to offer guidance of when to send your
child to school and when to keep them home due to illness.
They are meant to benefit your child and the SAS community’s health and well-being. These are also conditions for
which your child may be sent home from school. Illness is
an excused absence and your child will not be penalized for
missing class. If you are unsure of which action you should
take, please contact your doctor or school nurse.
FEVER
A fever is a warning that all is not right with the body. The
best way to check for fever is with a thermometer, which
every home should have. No child with a temperature equal
to or above 100 F (37.8 C) should be sent to school. A
child needs to be fever free for 24 hours before returning to
school.
Normal body temperature is 98.6 F (37 C).
COLD, SORE THROAT, COUGH
A child with a “mild” cold, but otherwise feeling well, may
go to school.
A child with a “heavy” cold and a hacking or productive
cough belongs at home even if there is no fever. A child
complaining of a mild sore throat with no other symptoms
may go to school. If white spots can be seen in the back of
the throat, or if fever is present, keep the child at home.
STOMACH ACHE, VOMITING, DIARRHEA
Consult your doctor if your child has a stomach ache or
abdominal pains which are persistent or severe enough to
limit his/her activity.
If vomiting occurs, keep your child home until he or she can
keep food down. A child with diarrhea should be kept home.
PAIN
Toothache – contact your dentist
Earache – consult you doctor
Headache – a child whose only complaint is a minor headache usually does not need to be kept home. Encourage your
child to drink plenty of fluids and ensure they are getting a
proper amount of sleep each night. Frequent or persistent
headaches may indicate a serious health problem.
CONJUNCTIVITIS
Also known as “pink eye”. Student will be sent home/must
stay home until they have received 24 hours of antibiotic eye
drop treatment.
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Symptoms include eye redness, itching, and increased drainage or pus. It is very contagious!
RASH
Rash or spots may cover the entire body or appear in only
one area. Call you physician or school nurse if you are uncertain about whether to send your child to school with a rash.
The information provided is not intended as a substitute for
appropriate medical intervention. If your child is kept home
from school, please call the school secretary to notify them
of the absence, and contact your child’s homeroom teacher
as well. For further questions please contact your respective school nurse. In Pudong contact Marlene Graveson, at
extension 3309 or by email at Marlene.Graveson@saschina.
org. In Puxi contact Cecilia Yu, at extension 2404 or be
email at [email protected]
VACCINATIONS AND IMMUNIZATIONS
The goal of the vaccinations and immunizations policy is to
achieve optimal prevention of common preventable infectious disease in the school community. All students enrolled
at SAS are required to submit documentation verifying
vaccination for polio, diphtheria, pertussis, tetanus, mumps,
measles, and rubella. Each student shall complete and return
to the school a Health Information Form detailing the student’s immunization history prior to admission to SAS.
Parents whose child is not vaccinated must submit a waiver
form to the school specifically stating the reason for nonvaccination. The school may require unvaccinated children
to stay home from school in the event the child is exposed
to one of the above listed infectious diseases, or if there is
an outbreak of one of the above listed diseases at the school.
The school may require any child who has not submitted
either documentation verifying vaccination or a waiver form
stating the reason for nonvaccination to stay home from
school until proper documentation is received. If you have
any further questions regarding this matter please contact
the school nurse.
ABSENCE OF PARENTS
If parents/guardians are going to be absent from Shanghai,
for any amount of time, the school should be informed in
advance and contact information must be provided so that
they can be contacted in an emergency. Further, contact
information for the person(s) temporarily looking after the
student should be provided. This information should be
submitted using the Statement of Temporary Guardianship
Form, available in PowerSchool. It is not considered appropriate for students to be left solely in the care of housekeepers and/or drivers.
ENTERING AND EXITING CAMPUS
Identification Cards & Pickup Passes
Any person entering SAS property must display a school
issued identification badge or pickup card. The ID must be
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displayed at all times while on campus.
The school has a closed campus policy. Any student leaving
the campus grounds during the school day (including lunch)
must have a parent check them out through the secretary/
receptionist in the front office. This is required for the safety
of our students. In cases of sudden illness at school, the
school nurse may authorize a student to leave campus after
calling the parent and arranging for transportation. Neither
elementary nor middle school students are permitted to ride
in taxis without an adult.
Dropping of Children at School – Pudong Campus
Bus monitors walk PK3, PK4 and K students to the classroom. All other students walk to ES playground where there
is early morning supervision. All students that live at The
Links may walk or ride to school at parents’ discretion.
Dropping of Children at School – Puxi Campus
If your child is in 2nd grade or below, you or an ayi are
required to accompany him/her to and from school if he/she
rides a bike or walks. If your child is in grades 3-5, he/she
may walk or ride their bike to and from school only with a
permission slip signed and returned to the Elementary office.
This permission slip needs to be returned to the office before
your child (only grades 3-5) can walk or cycle to school
without an adult.
Picking Children up from School
Parents picking up a student during the school day need
to come to the office and sign-out the student. Students
also need to check in at the office when returning from an
appointment, before going back to their classrooms. During student arrival and departure times, please park in the
designated parking lot by the main entrance.
Students Being Picked Up Late
At SAS, we do not have the resources for after school care.
We realize that situations happen and schedules occasionally
get altered, and we are happy to work with you to ensure
your child’s safety. However, if the problem persists and
alternative plans can not be made, the administration will
recommend a withdrawal of the family from our school
with the safety of your child as our primary motivation.
CHILD CUSTODY
Children will be released to their parents, personal ayis, and
drivers. If one parent is legally restrained from contact with
his/her child, SAS must have copies of these relevant legal
documents on file to deny custody to the non-custodial
parent. Please make an appointment with the Principal to
discuss child custody issues.
TELEPHONE USE BY STUDENTS
With a teacher’s permission, students may use the school office phone for school-related business or emergencies.
RECESS
Our elementary students have two-three recesses each day.
It is important that students dress appropriately for recess
by wearing clothing and footwear that allows them to move
freely. It is important that students also dress appropriately
for the weather. It is essential that students have a jacket, a
hat, and gloves during winter months.
AIR QUALITY INDEX
Students will not be allowed to go outside for recess or physical education classes if the Air Quality Index (AQI) is 200
or higher. The AQI is calculated based on small air particles
(PM2.5). This is the level deemed very unhealthy by the US
Environmental Protection Agency. The air quality levels will
be checked before 8:00a.m., 11:00a.m. and 2:30p.m. each
day. If the air quality exceeds the 200 level outside classes
and recesses will be canceled or moved indoors. You can find
more information about air quality here: sites.saschina.org/
safety.
VISITORS
With advance permission students are welcome to bring
guests to school for one day. Beyond one day, guests can be
disruptive to the school environment and will not be permitted. Please schedule your guest’s visit at least two days in
advance with the school principal and your child’s teacher.
For safety and security reasons, student guests from other
Shanghai schools are not permitted to attend any Shanghai
American School evening activities without prior permission. Students should not extend invitations to dances, intramural activities, or performances that are intended solely for
SAS students. Exceptions will be made for jointly sponsored
activities or contests.
BIRTHDAY CELEBRATIONS
Birthdays are special days that we enjoy celebrating. You are
invited to help us celebrate your child’s birthday at school.
Please inform your child’s teacher a few days in advance if
you would like to send in a special treat for all the children.
To avoid hurt feelings, birthday party invitations must be
distributed outside of school unless the whole class is invited.
forward to conference time as an opportunity to enhance
the partnership between home and school. SAS teachers
have planning and parent meeting time built into their daily
schedule. Please contact your teacher to make an appointment. Please do not wait until the SLC to address your
questions or concerns.
PARENT CLASSROOM INVOLVEMENT
Something very special happens when children see their parents helping at school and in the classroom. Parent involvement is especially valued and encouraged in the SAS early
childhood program. Research studies have proven that when
parents are involved, achievement increases and attitudes are
more positive. SAS faculty members have also observed that
our students glow with pride when they see their parents and
teachers working together. There are many ways that parents
can get involved with their child’s learning and as part of the
SAS community. You may consider volunteering this year in
any of the following ways:
• Organizing classroom projects (crafts, cooking)
• Sharing family customs and traditions
• Reading stories to the class
• Preparing teaching materials
• Chaperoning field trips
• Assisting PTSA events
• Planning holiday parties
• Being the PTSA classroom liason
PTSA
Our Parent Teacher Student Association (PTSA) is composed of a very active and helpful group of caring parents.
The purpose of our PTSA is to promote friendly relations
and mutual understanding between parents, teachers, students, and administrators, as well as to enhance educational
opportunities for our students. Early in the year, our PTSA
will contact parents with information regarding how they
can become involved in school activities.
SCHOOL PICTURES
Individual and group pictures are taken during the school
year. Typcially, indvidual photos are taken in the fall and
class photos are taken in the winter. Parents will be notified
prior to the date and are under no obligation to purchase
these items.
REPORT CARDS AND STUDENT LED
CONFERENCES
Report cards are sent home three times a year. Student Led
Conferences (SLC) are scheduled during Fall and Spring.
Information concerning dates and times will be sent home
with students prior to conferences. SAS teachers look
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School and Personal Property
SCHOOL SUPPLIES
The school provides basic school supplies for all elementary
students. All students will require a backpack or bag to
carry personal items to and from school, a reusebale water
bottle labeled with their name, as well as proper footwear for
physical education classes. Homeroom teachers or specialist
teachers will notify families of any addtional supplies that
may be required.
PERSONAL ITEMS
Students should avoid bringing items of value to school. It
is advised that all jackets, clothing, lunch boxes, mittens,
etc. should be clearly marked with the student’s name. Lost
items are maintained in the lost and found located in each
division. Each year students leave several boxes of clothing at
school. Parents are invited to come in and look through our
lost and found items anytime. Items left in the lost and
found are donated to charity during the summer break.
PERSONAL ELECTRONIC DEVICES
Teachers will confiscate students’ personal electronics if they
become a disruption to the learning environment. Students
seen using personal electronics in common areas will be
asked to put them away. Failure to comply will result in
confiscation. Confiscated items will be kept in the office
for parent pick-up only. SAS-owned iPods/iPads/Kindles
will be used for instructional purposes and therefore will be
included within the classroom-learning environment.
Student Conduct and Discipline
The school is responsible for maintaining a safe learning environment and for ensuring equitable treatment of students.
Common sense and respect for the rights and feelings of
others will resolve most discipline concerns.
Should students act without responsibility or regard for
others, due process procedures and disciplinary action will
result. An administrative decision regard¬ing inappropriate
student behavior may require immediate detention, suspension, or removal from school. Following any suspension
from school and prior to re-admittance, a parent-student
conference with the principal is required.
DISCIPLINE POLICY
Classroom conduct
Teachers at SAS create classroom agreements with their students. Students are expected to follow the classroom’s agreements and school’s rules on academic issues and behavior.
Should a student continually disrupt the educational process, a parent conference will be required. If apporpriate, a
contract will be written and will define the expected future
behavior of the student. If a student’s behavior does not improve as a result of the contract this may result in suspension
from school.
Suspension
The principal or vice principal may place students on
suspension for repeated violations of the discipline policy or
for behavior that is viewed as excessive and inappropriate. A
suspension from school means that a student is prohibited
from being on or near the school campus and from attending any school-sponsored activities. It also, more important-
16
ly, provides the student time to reflect upon his/her behavior
and the potential consequence of possible removal from
the school should the action(s) be repeated. At their own
discreation the principal and/or the vice principal may offer
“In-School Suspensions” for lesser but repeated offenses.
A first suspension is generally for one or two days, while the
second suspension may be from three to a maximum of ten
days, depending on the seriousness of the offense.
Expulsion
An expulsion is the permanent exclusion of a student from
Shanghai American School. Expulsions are appropriate
when a student persists with inappropriate conduct after two
suspensions and parent conferences, or when the behavior
is judged to be dangerous to the health and safety of other
students. On the recommendation of a principal, the superintendent of SAS can make a recommendation to the SAS
school board for expulsion. The school board will endorse
that recommendation unless it finds extenuating circumstances. Should a student be expelled from SAS for behavior
related issues, any paid tuition will be forfeited.
DISCIPLINE ISSUES
Academic dishonesty
Students found cheating will receive an automatic zero on
the relevant assignment and have that work sent home to
be signed by a parent. In the event that a student is found
to be academically dishonest, one or more of the following
may occur: the student’s parents will be notified, the grade
may be lowered on any work completed, the student may be
suspended or serve detention. Repeated offenses may result
in a student being asked to leave SAS.
Examples of academic dishonesty include:
• Copying the work of others in any form
• Plagiarism
• Allowing/assisting others to copy work
• Attempting to or altering grades or falsifying a
parent’s signature
• Accessing and copying work from the Internet and
presenting as original work
Disrespect to others
Rude behavior, making threats, derogatory language, refusing to identify oneself, and refusing to follow a reasonable
direction of an adult are all examples of disrespectful behavior and will not be tolerated at SAS.
Fighting and abuse of fellow students
SAS students are expected to show respect to all members
of the school community. Fighting, the use of profanity or
insults, and profane gestures are unacceptable at school, on
school buses or at school functions. Bullying, harassment, or
any other activity designed to intimidate, ridicule, embarrass, or isolate other students will not be tolerated.
Safety at SAS
Safety is our priority. At SAS we have a safe and secure
learning environment which includes:
• Safe transportation
• Freedom from intimidation, harassment and physical,
sexual or verbal abuse in the school
•
•
•
Emergency response protocols practiced schoolwide
Drug-free and smoke-free campus
Appropriate security precautions and personnel
Theft
Taking, assisting in taking, or in any way participating in
receiving materials that belong to someone else without
that person’s consent will be grounds for disciplinary action.
Students suspected of possessing stolen items may be asked
to empty their pockets and school officials may search packs
and their lockers.
Truancy
Truancy is defined as student absence from school or from
a class without the authorization of a parent, guardian or
school authority. Students who bring a forged note, cut
classes or are truant are subject to suspension.
Vandalism/graffiti to school property
Vandalism includes defacing, destroying or ruining property
belonging to the school or others. Besides possible suspension, the student (parents) will be required to pay for damages. If the damage is made to a book or other instructional
materials, restitution costs will include the expense of order
processing and shipping replacement materials. Student
records and final grades will be withheld until these charges
are paid.
Support Services
ELEMENTARY GUIDANCE COUNSELING
Shanghai American School’s counseling program is designed
to meet the needs of students. Proactive counseling recognizes the diversity of children and families and seeks to help
students strive for individual excellence. The SAS program
prepares students to become effective lifelong learners to
achieve success in school and to become contributing members of our global society. Regularly scheduled guidance lessons are presented in Kindergarten through grade five classrooms. Lessons include topics social and communication
skills, conflict resolution, self-awareness, career exploration,
and problem solving, as examples. With parental consent,
individual and small group counseling is provided if needed.
Counselors are also available for consultation with teachers and parents. Counselors also organize parent workshops
which meet several times per year to discuss parenting issues.
PSYCHOLOGICAL SERVICES
School psychologists work together with other members of a
Student Support Team (SST) to assist with the identification
of learning or behavioral/social needs of students. In concert
with counselors, teachers, and parents, psychologists assist
with the development of interventions to enhance student
success. With parental consent, school psychologists may
provide assessment services to students referred for evaluation through the SST process.
Assessments may include measures of cognitive ability,
academic achievement, observations, perceptual and socialemotional functioning. Results are shared with staff members and parents to assist with educational programming for
individual students.
School psychologists are available to consult with school
personnel, parents, and students regarding a variety of issues. Short-term counseling may be provided, and school
psychologists respond to emergencies or crisis situations as
appropriate. In-service training for school staff and parents is
offered, and school psychologists serve as liaisons with local
medical and mental health agencies as potential referral
sources.
ACADEMIC SUPPORT SERVICES FOR
STUDENTS WITH LEARNING NEEDS
Shanghai American School provides services for students
who are identified as having mild learning differences. Stu17
dents admitted to SAS should be able to function successfully within the regular classroom program while receiving
assistance from Academic Support personnel. The faculty of
SAS works with students within the parameters of available
resources.
Any student needing assistance is eligible to be considered
for the Academic Support program. The services provided
are coordinated by Academic Support specialists at each
division of SAS. The parents of students with learning needs
are notified by SAS if diagnostic assessment by qualified
personnel is recommended. When needed, a learning support plan is developed cooperatively by SAS staff, specialists,
and parents to document the diagnostic and instructional
program for an individual student.
The student support team determine when students can be
admitted or discharged from the program bases on achievement of goals as stated in the learning support plan. If it
is determined that the student requires academic support
services, parental support and participation is expected.
ENGLISH AS AN ADDITIONAL LANGUAGE
(EAL)
Shanghai American School is committed to providing an
EAL (English as an Additional Language) program for
students whose mother tongue is not English. This program aims to give our students the specific skills necessary
to achieve academic success in the regular classroom and all
aspects of their school life. In order to provide students with
the most effective language-learning environment, our EAL
program operates with two levels of support: EAL Plus and
EAL.
EAL PLUS
Students in EAL Plus receive direct English language support
in a small group setting during the Language Learning Block
(LLB). Instruction is targeted to meet students’ language
development and skill area needs. Activities and lessons are
planned to help students develop balanced skills across the
four domains of speaking, listening, reading and writing.
Core content and vocabulary development are supported in
EAL Plus, so that students can successfully meet grade level
learning goals. In addition, EAL Plus students benefit from
in-class support in their regular classrooms.
EAL
EAL students receive support within their regular classroom that is planned according to students’ developmental
and English language needs. The EAL support teachers, in
collaboration with classroom teachers, plan and organize
learning activities to target instruction for EAL students and
to monitor their progress. This support may vary throughout
the year and can range from the EAL teacher co-planning
with the classroom teacher to providing small group or oneon-one instruction during the regular classroom lessons.
18
AFTER SCHOOL ACTIVITIES
In the quest for creating balanced lifestyles, Shanghai American School offers numerous opportunities for students to
participate in extracurricular activities. The program offers
distinct sessions throughout the year and is open to students
in 1st through 5th grade.
After school activities are offered over three sessions in areas
such as: arts and crafts, hobbies, languages, music, and
sports. Activities are arranged by grade level and each activity
has a restricted maximum number of participants. Prior to
the commencement of each After School Activities (ASA)
session, students undergo a registration period in PowerSchool. Please note that students will be assigned on a first
come first served basis.
If you have an questions or concerns about After School
Activities contact the appropriate person for your respective
campus:
• Pudong - Eva Chen at extension 3451 or by email - Eva.
[email protected].
Puxi – Nathan Heck at extension 6551 or by email - [email protected].
Parents are encouraged to contact the transportation department regarding ASA transportation for your respective
campus.
• Pudong - YEAP transportation office can be reached
at extensions 3297 and 3298 or by email - YeapPD@
saschina.org.
• Puxi – YEAP transportation office can be reached at
extensions 2311 and 2325 or by email - YeapPX@
saschina.org.
CISSA Sports
China International Schools Sports Association (CISSA) is
an elementary school program that emphasizes involvement
of all Shanghai international schools and fosters individual
and team excellence in a cooperative, friendly and enjoyable
environment between all participating students. Students in
grades 3 through 5 are involved in two soccer day events
each year.
For more information about this and other activities available to elementary students, please contact the Activities
Office.
Elementary School Faculty and Staff
PUDONG CAMPUS STAFF
NamePositionEmail AddressExt#
Shawn Colleary
[email protected]
Sanna RobinsonVice [email protected]
Tracy Murphy School Psychologist
[email protected]
3315
Alexis Redmond
Literacy Coach [email protected]
5519
Rebecca [email protected]
Mandy Yang [email protected]
Marlene Graveson
ES Nurse
[email protected]
3309
Anny Chen Peter Zhang
Eurest Representative
YEAP Representative
[email protected]
[email protected]
PUDONG CAMPUS FACULTY - SPECIALISTS
PositionNameRoomTeacher Assistant
Librarian Kimbra Power ES Library
Stella Wu, Joji Limsiac
Counselor PK-Grade 3 Counselor Grade 4 & 5 Benjamen Fishman Rachel Baydo
E116
E116
Joey Zhang
Joey Zhang
ESOL Grades 1-3
Jeanne Carozza E134
Giancarlo Balaag
ESOL Grades 4-5
Ginger Harper
E126
Giancarlo Balaag
ESOLGwen EricksonE126Giancarlo Balaag
Academic Support Grades 1-3 Academic Support Grades 4-5 Michael Belenardo Greg MacIntyre E202A
E202B
Alexis Frayco
Alexis Frayco
Physical Education
Scott Hossack
Magsi Magsumbol Eric Nicolai
Lower Gym
PE Office
Music PreK-Grade 3
Music Grades 4-5
Music Grade 5 Strings
Julie Wild Adam Chapa Linda Hu A101
A102
E216
Art PreK-Grade 3
Art Grades 4-5
Elise Chen Jacob Chavez E219
E218
RaeAh Kim
RaeAh Kim
Technology Integrator Amy Hossack ES Library
Grace Tan
Chinese
Giselle Holbery E232B
Ruby Xu, Sarah Tao
Sindy Shen E217ARuby Xu, Sarah Tao
Ellen Xu E217BRuby Xu, Sarah Tao
Dana Yang E230Ruby Xu, Sarah Tao
Leanne Wang E231BRuby Xu, Sarah Tao
Ellyn Gao E232ARuby Xu, Sarah Tao
19
PUDONG CAMPUS FACULTY
GradeNameRoomTeacher Assistant
Pre-Kindergarten
PK-SB Soon-Ok Borden PreK - CN
Chris Neff
E111
E110 Myra Larador
Penelope Lao
Kindergarten
K-MI Maliha Iqbal E108
Celeste Frayco
K-EVElaine VogeE105Celeste Frayco
Grade 1
1-BE Brenda Erikson E118
Connie Lao
1-CN Christal Nicolai E119
Mertice Lin
1-DMDaniel MerkerE117Rosemarie Bisenio
Grade 2
2-KH 2-DW
2-SC
Kelly Hevland Deborah Whitney
Shauna Covell
E121
E136
E120
Ruth Mabalo, Monica Ajose
Grade 3
3-EF Ellen Fryer E132
Connie Belleza
3-TS Tyson Spraul E128
Connie Belleza
3-EDEmmy DavidE127Connie Belleza
3-KSKaren ShihE129Connie Belleza
Grade 4
4-RF Rose Frazier E226
Connie Belleza
4-KK Kathleen Kolling E227
Connie Belleza
4-JAJames AndersonE228Connie Belleza
Grade 5
5-DN 5-MM 5-KW 5-DW David Neill Michael Martin Katie Williams Dolleen Wiltgen E205
E210
E209
E203
Mandy Yang
Mandy Yang
Mandy Yang
Mandy Yang
5-SM
Samantha Montgomery
E211
Mandy Yang
5-MKMatt KopackaE208Mandy Yang
20
A101
J. Wild
Music
PK-G3
A102
A. Chapa
Music
G4-G5
Auditorium
Project Area #4
I.T. Lab
E132
E. Fryer
G3
E127
E. David
G3
E128
T. Spraul
G3
E129
K. Shih
G3
Library/Media Center
K. Power
Librarian
A. Hossack
Technology
Nurse Office
M. Graveson
E136
D. Whitney
G2
Project
Area
#3
E134
J.
Carozza
EAL
E126
G. Erickson
G. Harper
EAL
E119
C. Nicolai
G1
E120
S. Covell
G2
E121
K. Hevland
G2
B
G
Hatchery/PE Office
S. Hossack
E. Nicolai
M. Magsumbol
E101
ES Office
B
E105
E. Voge
K
Project
Area
#1
E101D
E103
T. Mruphy A.
Psychologist Redmond
Literacy
Coach
E117
E116
E118
B. Erickson D. Merker B. Fishman G
G1
R. Baydo
G1
Counselors
WING A
SAS ES PudoNG 2014-2015
Floor PlANS –1st Floor
Sanna
Robinson
VP
E108
M. Iqbal
K
E109
E110
C. Neff
PK 3-4
E111
S. Borden
PK 3-4
Mandy
Rebecca
Yang
Shieh
Secretary Secretary
Shawn
Colleary
Principal
21
22
E226
R. Frazier
G4
WING B
E230
D. Yang
Chinese
E224
Olivia’s
Place
Chinese E231A
Resource
Room
E231B
L. Wang
Chinese
E232A
E. Gao
Chinese
E232B
G. Holbery
Chinese
E225
Resource
Room
Project Area #6
E228
J. Anderson
G4
E227
K. Kolling
G4
E218
J. Chavez
Art
E219
E. Chen
Art
B
G
Hatchery
E201
Staff
Room
E216
L. Hu
Strings
WING A
G
B
E205
D. Neill
G5
Project
Area
#5
E202A E202B E203
M. Belenardo G. MacIntyre D.
AS
AS
Wiltgen
G5
E217A E217B
S. Shen E. Xu
Chinese Chinese
SAS ES PudoNG 2014-2015
Floor PlANS –2nd Floor
E208
M. Kopacka
G5
E209
K. Williams
G5
E210
M. Martin
G5
E211
S.
Montgomery
G5
PUXI CAMPUS STAFF
NamePositionEmail AddressExt#
Michael [email protected]
2416
Teri Lynn Ferentz
Vice Principal
[email protected] 2412
Kate Gardner
School Psychologist [email protected]
2411
Cecilia YuES [email protected]
Suyi Wang
Chinese Program Director
[email protected]
2111
Cherry YuPsychologist [email protected]
Linda [email protected]
Jean Wang
Office Assistant
[email protected]
2406
Ivan ShiSodexo [email protected]
Ms. MonaYEAP [email protected]
PUXI CAMPUS FACULTY
Pre-Kindergarten
PK3-JWJamie Wood112Rosario Weber
PK3-LALola Alvarez111Mary Ann Doctor
PK4-LG
Luisa Glascock
101
Gelene Martin
PK4-RGRuth Gandara102Josh Galyean
PK4-BHBen Harwood103Desalyn Desales
Kindergarten
K-KSKoshika Sachdeva107Glenn Rulite
K-MMMegan Mohlmann104Nimfa Rulite
K-EMErin McCall105Melody Rupac
K-LDLori Dickinson106Mhina Casuga
Grade 1
1-PJ
Polly Johnston 117
Vera Wong
1-EGEmerald Garvey108Lucy Liu
1-JFJennifer Fisher118John Hong
1-NFNoah Flesher109Jessica Gonzaga
1-LLLindel Limpisvasti116Marilyn Sicat
Grade 2
2-SNSusan Negley124Margerie Abundo
2-AJAndrea Jones125Margerie Abundo
2-JCJulia Carey123Miki Kobayashi
2-LZLogan Zeman128Noeme Rulite
2-HEHeidi Everett122Miki Kobayashi
2-MCMegan Czaplicke127Noeme Rulite
23
PUXI CAMPUS FACULTY
Grade 3
3-SL
Stacey Lum
226
3-SBShannon Bozarth222
3-AKAllen Koshewa224
3-NSNadine Sumner227
3-KLKathy Lawn221
3-AVAnita Veitch223
Grade 4
4-WMWessie Mekuria229
4-NINazli Ighani216
4-SFStefan Fisher217
4-BLBrian Liu219
4-TBTravis Biasca228
4-SRSteve Rohrbeck220
Grade 5
5-SHSteve Hanlin201
5-MHSylvia Hendricks202
5-NVNicole Venema208
5-KKKaitlin Kemp204
5-JSJay Shuang209
5-EPEric Paci205
5-PTPatricia Tiburcio203
24
PUXI CAMPUS FACULTY - SPECIALISTS
PositionsNameRoomTeacher Assistant
LibrarianBeth RohrbeckLibraryFintje Wijono, Liza Perico,
Mirror Xu
Counselor PK–1 Paulina Cuevas
ES Office
Counselor 2–3 Joseph Hill
ES Office
Counselor 4–5 Nancy Stevenson
ES Office
Grade 1 EAL/Early Intervention
Kathy Love
119
Allison Miller
Grade 2 EAL
Kathryn Dungan
114
Grade 3 EALMike Jamias225Julie Cea
Grade 4 EALHelen Jin126
Grade 5 EALMartha Moselle214Lourdes Frayco
Grade 2/3 Academic Support
Becky Mott
218
Avegail Vergel
Grade 4/5 Academic Support
Kelly Barrons 212
Jemer Danao
Academic Support/EALCaty Romero114
PE
PE
PE
Ryan Collier
Nathan Heck Sarah Bartlett PE Office
PE Office
PE Office
MusicAlicia Lewis237
MusicLily Chiang236Bingjie Wu
Music Laura Earley234
ArtMisook Yie238Michelle Chiu
ArtJacquie Lian239Michelle Chiu
Art/Music Early Childhood
Lisa Ferguson
110A
EC Instructional Coach Sybil Hall
113
Maria Umali
Literacy CoachDiane Enoka131
Technology Integration Jeffrey Dungan Library Emma Castro
Chinese LanguageSophia Song120Fanny Liu
Chinese LanguageElsa Jiang207Tracy He
Chinese LanguageJane Zu210Sybil Qian
Chinese LanguageDoris Zhang211
Chinese LanguageTing Shen215
Chinese LanguageJudy Zhang213
Chinese LanguageLindsay Zhou121Betty Huang
Chinese Language
Xiao Yan Zhang
129
Gail Li
Chinese LanguageAngela Mao130
25
26
Noeme
Rulite
2MC/2LZ
Rm
127/128
Allison
Miller
Support
Rm 119
John
Hong
1-JF
Rm 118
Miki
Margerie
Kobayashi Abundo
2HE/2JC 2SN/2AJ
Rm
Rm
122/123 124/125
Vera
Wong
1-PJ
Rm 117
Betty
Huang
Chinese
Rm 121
Marilyn
Sicat
1-LL
Rm 116
PE
Nathan
Keck
B
G
Lindel
Limpisvasti 116 1-LL
Polly
Johnston 117 1-PJ
Jennier
Fisher 118 1-JF
Kathy
Love 119-G1 EAL
G
B
Caty
Romero
106 K-LD
Lori
Dickinson
Koshika
Sachdeva
Noah
Flesher
Emerald
Garvey
107 K-KS
109 1-NF
Erin
McCall
105 K-EM
PK-K
Project
Area
Lola
Alvarez
Jamie
Wood
Megan
Ben
Mohlmann Harwood
Ruth
Gandara
Luisa
Glascock
104 K-MM 103 PK4-BH 102 PK4-RG 101 PK4-LG
Lisa
Ferguson
Helen
Jin
Megan
Lyman
Logan
Zeman
Diane
Enoka
131-Literacy
126 G4 EAL
127 2-ML
125 2-AJ
Andrea
Jones
128 2-LZ
124 2-SN
Susan
Negley
110A
111 PK3-LA 112 PK3-JW
EC Art/Music
113 EC Instructional Coach
Sybil
Hall
G2 EAL
Kathryn
Dungan
Xiaoyan
Zhang
108 1-EG
Angela
Mao
130 C-Mao 129 C-Zhang
123 2JC
Julia
Carey
Grade 1 & 2
Project Area
120 C-Song 121 C-Zhou 122 2-HE
Heidi
Lindsay
Sophia
Everett
Zhou
Song
PK
Bathrooms
Gail Li
Chinese
Rm 129
Fanny
Liu
Chinese
Rm 120
Rosario
Weber
PK3-JW
Rm 112
Mary
Doctor
PK3-LA
Rm 111
Jessica
Gonzaga
1-NF
Rm 109
Lucy
Liu
1-EG
Rm 108
Glenn
Rulite
K-KS
Rm 107
Mhina
Casuga
K-LD
Rm 106
Nimfa
Rulite
K-MM
Rm 104
Melody
Rupac
K-EM
Rm 105
Desalyn
Desales
PK4-BH
Rm 103
Josh
Galyean
PK4-RG
Rm 102
Gelene
Martin
PK4-LG
Rm 101
Educational Assistants
PE
Sarah
Bartlett
Elementary school Gym
PE
Ryan
Collier
SAS ES PUXI 2014-2015
FLOOR PLANS – 1st FLOOR
TLC
Office
132 Tech
G
B
ES
Secretary
Linda
Yeh
Office
Office
Assistant
Jean
Wang
Librarian
Beth
Rohrbeck
Library
Jeffrey
Dungan
Psychologist
Secretary
Cherry
Yu
Technology Library Center
(TLC)
B G
Nurse
Cecilia
Yu
Counselor
Paulina
Cuevas
Puxi
Psychologist
Kate
Gardner
Counselor
Joseph
Hill
Director of
Chinese
Program
Suyi Wang
Counselor
Nancy
Stevenson
Vice Principal
Teri Lynn
Ferentz
Mirror
Xu
Library
Assistant
Maria
Umali
Instructional
Coach Assitant
Liza
Perico
Library
Assistant
Principal
Michael
Allen
Fintje
Wijono
Library
Assistant
Emma
Castro
Computer
Assitant
B
G
Martha
Moselle 214 5EAL
Shen
Ting
Chinese 215 C-Shen
Nazli
Ighani 216 4-NI
Stefan
Fisher 217 4-SF
Becky
Mott 218 Mott
G
B
220 4-SR
Steve
Rohrbeck
210 C-Zu
205 5-EP
Eric
Paci
207 C-Jiang 206
Kaitlin
Kemp
204 5-KK
Grade 5
Project Area
Elsa
Jiang
Doris Zhang Jane Zu
211 C-DZ
212 4/5 S
Patricia
Tiburcio
203 5-PT
Jay
Shuang
209 5-JS
Sylvia
Hendricks
202 5-MH
Nicole
Venema
208 5-NV
Steve
Hanlin
201 5-SH
Elevator
225 G3-EAL
Mike Jamias
224 3-AK
Allen
Koshewa
226 3-SL
Stacey
Lum
223 3-AV
Anita
Veitch
227 3-NS
Nadine
Sumner
222 3-SB
Shannon
Bozarth
Grade 3 & 4
Project Area
221 3-KL
Kathy
Lawn
Kelly
Barrons
Academic Support
Judy
Zhang
213 C-Zhang Chinese
229 4-WM 228 4-TB
Travis
Wessie
Biasca
Mekuria
219 4-BL
Brian
Liu
SAS ES PUXI 2014-2015
FLOOR PLANS – 2nd FLOOR
Art
Storeroom
Bingjie
Wu
Music
Rm 236
Tracy
He
Chinese
Rm 207
238 Art
Misook Yie
239 Art
Jacquie Lian
237 Music
Alicia Lewis
236 Music
Lily Chiang
Music
Office
Jemer
Danao
Support
G5
Rm 212
Loudres
Fryco
Support
G4,G5
Rm 215
Avegail
Vergel
Support
G4,G5
Rm 218
Educational Assistants
Practice
Room
235
Practice
Room
Michelle
Chiu
Art
Rm 238/239
Sybil
Qian
Chinese
Rm 210
234 Music
Laura Earley
Practice
Room
Julie
Cea
Support
G2,G3
Rm 225
27
Shanghai American School inspires in all students:
上海美国学校激励并培养所有的学生:
• A lifelong passion for learning
终身学习的热情
• A commitment to act with integrity and compassion
诚信与仁爱的信念
• The courage to live their dreams.
追求梦想的勇气。
Pudong Campus
Shanghai Links Executive Community, 1600 Lingbai Road, Sanjiagang,
Pudong New Area, Shanghai, China 201201 Tel: 6221-1445, Fax: 5897-0011
Puxi Campus
258 Jinfeng Road, Huacao Town, Minhang District, Shanghai, China 201107
Tel: 6221-1445, Fax: 6221-1269
www.saschina.org