ishcmc annual report 2012-2013
DESCRIPTION
ÂTRANSCRIPT
1
An International Schoolfor children aged 2 - 18
Annual Report
2
Contents
3
Mission, Vision and Objectives............................................
IB Learner Profile and Values...............................................
International Baccalaureate Primary Years Programme........
International Baccalaureate Middle Years Programme.........
International Baccalaureate Diploma Programme................
Headmaster Report.............................................................
Board of Management Report.............................................
Advisory Council Report......................................................
PTO Report.........................................................................
Faculty Qualifications and Degrees......................................
Vietnamese Teachers and Teaching Assistants....................
4
7
8
10
12
14
16
18
20
22
26
28
30
31
32
36
38
40
42
44
46
Technology Integration.........................................................
Grade and Class Size.........................................................
Demographics....................................................................
Student Support Services....................................................
Gifted and Talented Education (GATE) Support Services.....
MAP Testing.......................................................................
PSAT/SAT Testing...............................................................
University Acceptances.......................................................
School Activities..................................................................
Major Events.......................................................................
4
Philosophy, Missionand Objectives
5
The International School of Ho Chi Minh City (ISHCMC) provides a positive academic and caring social environment that em-phasises the development of the whole child whilst maintaining our mission of fostering individual ability within an intercultural community. We endorse a student centred approach to instruction following an inquiry based and interdisciplinary curriculum.
Our Objectives
Our Philosophy and Mission
• We adopt as the central objective the development of the whole child which encompasses the intellectual, emotion-al, social, creative, linguistic, cultural, moral, aesthetic and physical needs of students.
• We challenge each student to be an inquiring, knowledge-able, respectful, independent learner who strives for indi-vidual excellence.
• We urge each student to be a global citizen who seeks to create a better, more peaceful world, through intercultural understanding.
• We are committed to providing a social and learning com-munity that is progressive and international in outlook, embodying the values described in the IB Learner Profile.
• We place the child’s experience at the heart of the learning process, emphasising how students learn as a comple-ment to what they learn.
• We communicate actively with parents and encourage pa-rental support in the education of their children.
• We promote positive intercultural and host country rela-tionships.
• We actively promote the spirit of the UN Universal Decla-ration of Human Rights within the school programmes.
6
IB LearnerProfile
7
Our IB programme aims to develop internationally minded people who recognise our common humanity and shared guardianship of the planet, and help to create a better, more peaceful world. The IB learner profile provides a long-term vision of education. They are ideals that can inspire, motivate and focus the work of schools and teachers, uniting them in a common purpose. The IB learner profiles are a set of learning outcomes for the 21st century.
IB Learner ProfilesInquirers - Students develop their natural curiosity. They ac-quire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
Knowledgeable - Students explore concepts, ideas and is-sues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
Thinkers - Students exercise initiative in applying thinking skills critically and creatively to pose and approach complex problems, and make reasoned, ethical decisions.
Communicators - Students understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
Principled - Students act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of
the individual, groups and communities. They take responsi-bility for their own actions and the consequences that accom-pany them.
Open-minded - Students understand and appreciate their own cultures and personal histories, and are open to the per-spectives, values and traditions of other individuals and com-munities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the ex-perience.
Risk-takers - Students approach unfamiliar situations and uncertainty with courage and forethought, and have the inde-pendence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
Balanced - Students understand the importance of intel-lectual, physical and emotional balance to achieve personal well-being for themselves and others.
Caring - Students show empathy, compassion and respect towards the needs and feelings of others. They have a per-sonal commitment to service and act to make a positive dif-ference to the lives of others and to the environment.
Reflective - Students give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
8
International BaccalaureatePrimary Years Programme
9
ISHCMC aims to make learning relevant and meaningful to students by adopting an inquiry-based, integrated curriculum which focuses on the child as a learner. We recognise that children come to us as distinct individuals with unique experiences, back-grounds, abilities and interests. Our teachers promote cross-cultural understanding and differentiate instruction to meet students’ varying needs, abilities and learning styles. We provide a balanced education programme within a safe, stimulating environment so that each child can learn and grow to their greatest potential.
Kindergarten to Grade 5 follows the International Baccalaureate Primary Years Programme curriculum which focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside. Our language arts programme is designed to support students to acquire the ability to write and speak well, and to examine, process and use information gained through listening and reading skills. Problem solving, critical thinking and mathematical computation skills are strengthened through a balanced approach. The curriculum also includes instruction in Social Studies, Science, Art, Music, Physical Education and Library Skills with a focus on integrated technology plus Foreign Languages from EE4. Wherever authentic links can be made these subjects are taught within the transdisciplinary ‘Units of Inquiry’.These ‘Units of Inquiry’ guide their studies for a 5-6 week period through a central idea and ties all of their subjects together.
Each child’s achievements are continually assessed. Teachers use a variety of assessment techniques including testing for knowledge and skills, observations, portfolios of children’s work and analysis of book, project and practical work. Attitudes, learn-ing skills, social relationships and effort are considered equally important when looking at the overall development of the child. Detailed descriptive reports are given to parents twice a year and parent/teacher conferences are also held to discuss each child’s social and academic progress. MAP tests are also conducted twice yearly from Grade 3 to determine your child’s instructional level and measure academic growth throughout the school year, and from year to year in the areas of reading and mathematics.
10
International BaccalaureateMiddle Years Programme
11
Our aim is to provide a balanced educational programme within a positive, stimulating environment, so that each child can learn and grow to their fullest potential. During this time we recognise and address the broad range of needs of young adolescent learn-ers paying particular attention to supporting their emotional, social, physical and academic needs. Our highly qualified teachers are caring, experienced and well trained to encourage the best from this special age group. We are committed to integrating IT into the curriculum with a 1:1 Tablet PCprogramme.
We encourage students to appreciate cultural diversity and participate actively and responsibly in a changing and increasingly interrelated world. Learning how to learn, how to evaluate information critically, how to develop effective solutions, and how to take responsible action are the central goals of education in these years.
Students receive instruction from their eight IB Middle YearsProgramme (MYP) courses in:
• Language A - English or Vietnamese• Language B - French, English, Mandarin, Spanish
or Vietnamese for non-native speakers• Mathematics• Technology - Design• Information and Systems
• Humanities - History and Geography• Sciences - Biology• Chemistry and Physics• The Arts - Music• Drama and Fine Art• Physical Education - Health and Social Education
The culminating activity of the MYP is a student-directed, extended inquiry called the Personal Project which is completed in Grade 10, the final year of the MYP. The Personal Project is an opportunity for students to develop their known strengths and discover new ones. Students have the opportunity to draw upon their inter disciplinary knowledge as well as the skills developed while investigating a topic that motivates and interests them.
As part of our curriculum students also examine the roles and responsibilities they have to their community and the ways they can support others. MYP students are expected to fulfill the requirements of the ISHCMC community and service programme. Under the umbrella of Global Issues Network there is a wide range of student-led projects which aim to serve the school, local, national and international communities which they can join or initiate their own service project.
Detailed descriptive reports are given to parents twice a year and parent/teacher conferences are also held to discuss each stu-dent’s social and academic progress. MAP tests are also conducted twice yearly to determine your child’s instructional level and measure academic growth throughout the school year, and from year to year in the areas of reading and mathematics.
12
We offer the International Baccalaureate Diploma Programme (IBDP) of studies which is recognised by universities in 124 coun-tries and is designed to be taken over two years. Research conducted in the UK reveals the fact that university admissions offices recognise that the skills developed by IB students make them highly desirable applicants for university courses.
In addition to the substantial knowledge gained, the skills developed during the two year IBDP will benefit students in teaching them the value of information and help them to develop independent lifelong study skills. These are important for university suc-cess when the higher order thinking skills of analysis, synthesis and evaluation are constantly required.
Our High School students will have the opportunity to graduate with an International Baccalaureate Diploma and a way of thinking that makes them citizens within a global community. We believe this will serve them well as they make their way in society.
IBDP students choose a subject from each of the following 6 groups: Language A, Second Language, Individuals and Societies, Experimental Sciences, Mathematics and the Arts. In addition to these subjects, IBDP students are also required to:
• Write an extended essay• Study the Theory of Knowledge (TOK) course• Carry out activities in Creativity, Action, Service (CAS) We are committed to integrating IT into the
curriculum with a 1:1 Tablet PC programme.
Detailed descriptive reports are given to parents twice a year and parent/teacher conferences are also held to discuss each stu-dent’s social and academic progress. MAP tests are also conducted twice yearly to determine your child’s instructional level and measure academic growth throughout the school year, and from year to year in the areas of reading and mathematics.
13
International BaccalaureateDiploma Programme
14
The International School of Ho Chi Minh City IB World School and its newly planned American Academy programmes are purpose driven schools, fostering the individual ability of each and every student in our care.Our commitment to this mission and to reaping the benefits of our position within the Cognita schools group lays the groundwork for a renewed commitment to excellence as we approach our 20th anniversary. It is gratifying to me as an Interim Headmaster and to our Board of Management that we are positioned to become a center of excellence, upholding the same values that have made ISHCMC programmes the premier schools in Ho Chi Minh City over the past 20 years. You can see and feel those values every day on our two campuses where students have a sense of belonging that gives them the confidence to take action in breadth of learning activities. Our values come alive through the fun, exciting and yet rigorous programmess that are balanced across academics, the arts and sports. Ultimately, this legacy of teaching excellence and a commitment to steadily improve student outcomes is the reason we have become magnet school programmes for high ability students in the science, technology, engineering, the arts, math-ematics and management (STEAMM) fields of study.
We are confident that this Annual Report captures the essence of our balanced IB World School programmes and the planned transformation of the City College Campus (CCC) to the ISHCMC American Academy programmes for the 2012-13 school year, providing a road map for how we will know we achieve excellence in the future.
It has been an auspicious year in several facets of ISHCMC’s programmes. We have surpassed critical milestones and implemented notable firsts necessary to achieving our mission and vision. In academics, our students continue to enjoy an impressive pipeline of acceptances to top-tier universities in the US and around the world, with a record diversity in our student body standing at 48 nationalities. Our IBDP high achieving students are being identified to become the first cohort of international high school students to take Syracuse University Calculus, English and Economics courses for university credit while they are still students within the ISHCMC IB and AP programmes, thanks to a landmark partnership between Cognita Schools in HCMC and Syracuse University.
Along with the core academic standards, we have adopted externally benchmarked testing in numeracy and literacy through the Measures of Academic Progress (MAP) tests twice per year for grades 3-10, giving us additional data to assess our success in fostering the individual ability of our students. It is anticipated that our MAP results shall reflect a significant number of high ability students, and we are mindful of the need to attend to the needs of these students going forward. The report shall also outline the valuable feedback received from parents, the PTO, our parent cultural representatives, students and teachers that have led to the development of a new language policy going forward. We have thus finalized plans to expand the world language provision K-12, including mother tongue opportunities after school and enhancement of the EAL and learning support services over the next two years.
15
And finally, with improved teacher appraisal processes this year we are strate-gically targeting a teacher profile that sets expectations for advanced qualifica-tions, professional training and experience that shall set ISHCMC and ISHCMC American Academy at the highest of academic standards as we approach our 20th anniversary.
HeadmasterReport
Steve Jobs famously described a first rate employee profile which quite accurately summarizes our strategy to ramp up student outcomes and achieve our vision to inspire personal excellence in a caring environment…
“Be a yardstick of quality. Some people aren’t used to an environment where excellence is expected.” In other words, we shall not settle for any-thing less than exceptional work from our leadership and faculty. Quite simply, we expect the highest of standards, and we have the support of the Cognita Asia Pacific quality assurance team to achieve results that set us apart from other independent schools that do not enjoy a network of support services as we do. And most importantly, the Cognita network provides us with the ability to attract and retain the most talented and qualified teachers to lead us through the next 20 years of success as teachers see the network as one of the best ways to advance their careers.
Jeff WornstaffInterim Headmaster
16
The International School Ho Chi Minh City (ISHCMC) has had a long standing reputation for delivering high quality education to a diverse population of students. The 2011/12 school year gave the Board of Management the chance to start long term planning for ISHCMC to raise standards within all areas of the school but most importantly in academics.
As we look to take ISHCMC to the next level and raise the standards of education we also announced that we would be implementing Measures of Academic Progress (MAP) student assessment in the 2012/13 academic year. We look forward to seeing this new initiative in action. MAP assessment allows teachers to create and adapt individual learning plans to match each child’s capability and monitor progress from the beginning of the academic school year to the end. We also started a global recruitment process to fulfil the Head of School position and looked at how we could expand the Senior Leadership Team to support the improvement in the quality of provision.
Facility improvements were completed over the 2012 summer break including a renovation of the existing library into a new Dig-ital Media Library Centre including group study rooms and a Life Size video conference suite, upgraded EE4 area including new shading for the outside play areas and upgraded senior study room. During the summer we also painted the outside façade of the campus and start painting and replacing flooring through two floors of the old campus to unify the building with the new extension wing as well as completing some general upgrades to the building infrastructure.
We were also excited to announce that City College Campus would be rebranded to ISHCMC - American Academy and move to an American Curriculum offering Advanced Placement which is more in line with the large percentage of Vietnamese students choosing to study in US universities. Along with this change the campus was upgraded to include a new Media Library Centre with extended resources and group conference room as well as a new Senior School Lounge.
To take ISHCMC and ISHCMC American Academy to the next levels of success, we have undertaken a worldwide search to hire the finest international educators to lead our school in the years to come. The new Senior Leadership Team (SLT) shall be expand-ed by four key positions to drive quality assurance processes, leading to improved student outcomes in the future. Finally I wanted to thank our parents, students and staff for choosing ISHCMC and ISHCMC – American Academy as a place to teach and learn. We look forward to continually delivering a high quality education at ISHCMC and ISHCMC – American Academy and for our schools to continue to be the “school of choice” in Ho Chi Minh City.
Brian Rogrove
17
Board of Management Report
18
Advisory CouncilReport
19
As the transition continues ISHCMC and the newly planned ISHCMC American Academy new organizational structures are being built to last well into the 21st century. The Advisory Council has supported the normal policy reviews this year and we anticipate a positive transformation in the policy making structure of the school going forward. The school is well-positioned to inspire personal excellence within a caring environment. While the new leadership structure mobilization is underway, The Advisory Council has supported the school in 2012 with milestone policy reviews in the mission, vision and objectives of our school. We have also assisted in assessing the broad implications of the Language Survey undertaken this year with the school community, and are very pleased that action will be taken over the coming years to respond to the needs of our diverse school community in terms of world language and mother tongue learning options for our families.
The first of two key policy reviews of 2012 was the School Vision Workshop that included all stakeholders in a comprehensive review of the Schools’ guiding statements. The outcome revitalized our commitment to foster individual abilities of students. The new vision statement takes the mission one step further to include an aspirational side to the community, “to inspire per-sonal excellence within a caring environment”. With the changes taking place across the school’s programs, this vision is well within reach of the new leadership team and structure for the coming years.
The second policy review revolved around the school’s language policies. Great results have been achieved in laying the foun-dation for a much improved language program for the years to come. We are very pleased to report that the Board of Manage-ment has responded to the very clear wishes of students as well as parents to have better options for world language study. It is anticipated that the initial groundwork achieved this year shall culminate within two years in a comprehensive program for Spanish and Mandarin K-12, with several options of mother tongue study encouraged within the ASA program.
Brian Rogrove
20
Parent Teacher OrganisationReport
21
The Parent Teacher Organization (PTO) at ISHCMC is dedicated to supporting students, enhancing the social activities on campus and providing a forum via the General Meetings for ideas and concerns from parents. The events that have taken place in 2012 have relied on the support of a committed group of volunteers including committee members, individual cultural representatives, classroom parents and other involved parents. This network of volunteers and the support of the administration are vital to the success of the PTO events and the continuation of the PTO mission at ISHCMC.
Major PTO School Events in 2012:
• PTO Family Night: A fantastic evening of food, music and games, this event welcomes new and returning families to ISHCMC. Thank you to Claire McLeod, Junior and Elementary School Principal for helping the PTO in planning and hosting the evening.
• International Day & Celebration of Cultures: Thank you to the Cultural Representatives and Ms Robyn Blenkiron, Middle and High School Principal, for organizing these two events that celebrate our diverse intercultural community.
• The PTO Classroom Parent Representatives hosted the following events this school year; a Faculty Thank You Tea, the Teach-er’s Day Morning Tea and the Junior & Elementary Movie Afternoons
Other PTO Activities:
• The PTO Saturday Sports program is now in its seventh year. Offering a variety of court and field sports, this program would not be possible without the dedicated group of coaches and volunteers that help out each Saturday morning.
• The Friends of the Library (FOL) organized the used book sale again in April of this year. November saw the return of the Schoolibook Book Fair. This provided parents, students and teachers an opportunity to purchase new books and other learn-ing materials. A portion of the sales was donated to the FOL fund to continue to support the ISHCMC Library.
• Welcoming new families to ISHCMC is an important role of the PTO: Two Newcomer Welcome Teas were held this year; one in January and one in August. New parents are also welcomed by the Cultural Representative of their country as well as the Classroom Representative from their child’s class.
• Spring of 2012 saw a new PTO subcommittee formed to develop the Rhino Hut. The Rhino Hut was created to help boost school spirit and pride. A variety of ISHCMC Rhino Hut clothing items and accessories are available for purchase.
• PTO General Meetings continued to be held on a regular basis and varied in format: The PTO Annual General Meeting was held in May where an amended PTO constitution was approved. The new slate of officers for the upcoming year was also an-nounced.
• The end of the calendar year brought around the annual PTO Christmas Tea where parents gathered together for holiday treats.
22
Our faculty profile is a key element to our success in achieving our vision to foster individual ability.
With the shifting trends we are experiencing within the demand for higher education from expatriate families and Vietnamese families alike, there is a clear long term trend towards an interest in North American higher level education. ISHCMC and the newly formed ISHCMC-Ameri-can Academy enjoy full accreditation with the New England Association of Schools and Colleges (NEASC), with an IB and AP program that are both effectively aligned to the Common Core standards in the US (the 2012 adoption of AERO standards are considered Common Core Plus for overseas accredited international schools).
There is significant value-added opportunity for our students in aligning the diversity of our Faculty to the trend in university acceptances, pro-viding students with access to faculty who know and have matriculated through the similar programmes that they are targeting for their own college careers.
We shall thus continue to hire North American, British, Australasian and a smaller percentage of Asian, European and other teachers to round out our faculty profile. We shall maintain approximately 80% of our expat faculty from native English speaking countries.
2012-13: New and Returning 2013-14: Forecasted
Nationality/Region Expat Faculty % Nationality/Region Expat Faculty %
North American 26 28 North American 34 37
Australasian 29 32 Australasian 26 28
British 28 30 British 19 21
Other 9 10 Other 13 14
Total 92 92
Expat Teacher Nationalities/Regions
23
In addition to maintaining a diverse faculty profile with a core from native English speaking coun-tries, we shall continue to ramp up the qualifications profile of the faculty. We shall continue to invest significant funds in the training of staff and also provide opportunities for staff to obtain Masters level training onsite and during the school calendar.
ISHCMC and ISHCMC American Academy Faculty Profile and Five Year Trends
Degrees 2009 - 10 2010 - 11 2011 - 12 2012 - 13Forecasted
2013-14
Adjunct Professors 0 0% 0 0% 0 0% 4 4% 8 7%
Doctorates 2 2% 2 2% 2 2% 2 2% 5 4%
Masters 33 35% 32 34% 29 29% 42 37% 68 59%
Bachelors 52 56% 55 59% 69 69% 70 62% 48 41%
Diplomas 8 9% 6 6% 2 2% 1 1% 0 0%
TOTAL 93 93 100 113 116
Faculty Qualificationsand Degrees
And finally, we have engaged this year in a strategic alliance with Syracuse University, a top ranked research university in the United States, where we have training and certification for SU Adjunct Instructors who will teach at ISHCMC and ISHCMC - American Academy. The first four Adjunct Instructor candidates will be trained and certified in the summer of 2012, with the next cohort of four teachers the following summer. The alliance with Syracuse University not only provides opportunities for our students to gain SU credit while they are still in High school at ISHCMC and ISHCMC - American Academy, but it also forges a model relationship between high school teachers and professors at a leading research university.
24
Expat Teacher Minimum Requirements:
Minimum two years’ full-time experience
IB Training for IB World School teachers within the last two years of initial appointment or renewal of contract
Diverse nationalities with approx. 80% from native English speaking countries (North America; UK; Australasia)
Minimum two year initial commitment
Balanced range of young, seasoned and veteran teachers with average experience 8-9 years
4.5%
14.3%
50.0%
29.5%
1.8%
More than 30 yrs
21-‐‑30 yrs
11-‐‑20 yrs
5-‐‑10 yrs
1-‐‑4 yrs
4.5%
14.3%
50.0%
29.5%
1.8%
More than 30 yrs
21-‐‑30 yrs
11-‐‑20 yrs
5-‐‑10 yrs
1-‐‑4 yrs
1.8%
26.8%
70.5%
0.9%
Doctor
Master
Bachelor
Diploma
1.8%
26.8%
70.5%
0.9%
Doctor
Master
Bachelor
Diploma
8.0%
9.8%
33.0%
49.1%
More than 10 yrs
6-‐‑10 yrs
3-‐‑5 yrs
1-‐‑2 yrs
8.0%
9.8%
33.0%
49.1%
More than 10 yrs
6-‐‑10 yrs
3-‐‑5 yrs
1-‐‑2 yrs
Teachers experience: Years of service at ISHCMC & ISHCMC AA:
Teacher qualifications:
1.8%
26.8%
70.5%
0.9%
4.5%
14.3% 9.8%
9.8%
33%
49.1%
50%
29.5%
1.8%
25
Professional Development Training
As a member of the Cognita global network of international schools, we are in a unique position to attract and retain the best and brightest teachers to work at our schools. The value-added attraction to becoming a Cognita International school teacher is world class training across the Group, opportunities for growth and movement worldwide, and an instant base of 2500+ educational colleagues around the world as an unprecedented support structure. We regularly send our teacher trainers to Cognita sister schools to spread best practice as well as building a unique talent pool of great teachers for succession planning and leadership grooming.
We have a full complement of in-house and external professional development training tied to the schools strategic goals, mission and vision.
Organizers Courses Number Attended
East Asian Regional Council of Schools (EARCOS)Annual Conferences, Weekend Workshops for Administrators and Teachers
17
International Baccalaureate Organization (IBO) Conferences and Workshops. 31
Individuals attending coursesTechnology, Assesments, Digital Learning, Doctoral Degree, Leadership Training, Masters Degree, Couselling,Post Graduate TESOL
51
26
Vietnamese Teachers and Teaching Assistants Profile
27
ISHCMC has approximately 25% of its students as Vietnamese nationals (with self-imposed nationality caps to maintain the diversity of the programme, with a larger percentage at ISHCMC-American Academy. As part of our objectives as a school, we strive to celebrate the local culture and provide additional required studies for VN nationals in Literature, Geography, History and Moral Studies as per the regulations of DOET. Non-Vietnamese passport holders are also able to learn about the culture, language, geography and history of Vietnam through integrated courses within the American curriculum and IB curriculum pro-grammes we offer.
43.2%
10.8%
21.6%
24.3%
More than 10 yrs
6-‐‑10 yrs
3-‐‑5 yrs
1-‐‑2 yrs
43.2%
10.8%
21.6%
24.3%
More than 10 yrs
6-‐‑10 yrs
3-‐‑5 yrs
1-‐‑2 yrs
Teaching Assistants Experience
5.4%
21.6%
43.2%
24.3%
5.4% More than 30 yrs
21-‐‑30 yrs
11-‐‑20 yrs
5-‐‑10 yrs
1-‐‑4 yrs
5.4%
21.6%
43.2%
24.3%
5.4% More than 30 yrs
21-‐‑30 yrs
11-‐‑20 yrs
5-‐‑10 yrs
1-‐‑4 yrs
Years of service
43.2%
5.4%
21.6%
43.2%
24.3%
5.4%
10.8%
21.6%
24.3%
28
ISHCMC Provides Advanced Technology Resources to Assist Students in Their Learning.
• ISHCMC has continued to develop the 1:1 tablet/laptop program which now operates from grade 6 to 12. All students are pro-vided a portable computer device and the programme is gradually being rolled out to include all teaching staff.
• The school has over 300 computers, including purpose-built computer labs used across all sections of ISHCMC. There is a minimum of one networked computer in every classroom. Junior School classrooms have four desktop computers each.
• Laptops are provided in the Junior and Elementary Schools, and these are housed in portable trollies. A number of printers are available throughout the school.
• Multi-media facilities are also available to staff and students in the form of video and digital cameras.
• All classrooms have either a digital projector or a 42’’ LCD screen which connects to a computer for presentation purposes.
• ISHCMC has continued to develop the wireless infrastructure allowing connectivity to network facilities across the school in all classrooms, administrative areas and outside areas such as the canteen.
• ISHCMC also has an extensive wired network utilising Ethernet, this provides high speed access to server based resources within the school for administration, library, teachers and classrooms .
• Internet connectivity is provided through a dedicated 22Mbps leased line and six 8Mbps fibre optic lines.
• The content filtering service provided by the Watchguard firewall continues to be used..
• ISHCMC has continued to develop the virtual learning environment known as the Online Learning Community (OLC). This learning portal allows teachers and students to post and receive assignments online, sign up for conferences/ afterschool ac-tivities and provide access to school email for students from Grade 3 and upwards. All students have a network account for file storage purposes.
• ISHCMC continues to use the Microsoft Schools Agreement licensing for our Windows operating systems and MS Office Pro-fessional. This agreement is in place for all computers owned and operated by the school. The school also provides a range of educational software available either on the school provided computer, in a computer lab or via the library.
29
TechnologyIntegration
30
Grade and ClassSizes
ISHCMC has a self-imposed optimum capacity target of the following:• EE2/3: 18 students per class• EE4/KG: 18 students per class• Grade 1-5: 20 students per class• Grade 6-12: average class size of 18; max class size 24.
ISHCMC - American Academy has capacity targets as follows:• Grade 6-12: average class size of 18; max class size of 24.
36 36
49
57 64 63
66 69 71 72
56
70 67
55 51
54
80 80 80 80 80
88 88 88 88 88 88 88
0
10
20
30
40
50
60
70
80
90
100
EE2/3 EE4 KG Gr 1 Gr 2 Gr 3 Gr 4 Gr 5 Gr 6 Gr 7 Gr 8 Gr 9 Gr 10 Gr 11 Gr 12
Grade and Class size
Projected capacity 2012-‐‑2013
17
5
12
17
38
30
33
22
17
27
18
40
26
30
22 22
44 44 44 44 44
0
5
10
15
20
25
30
35
40
45
50
Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
2011-‐‑2012 2012-‐‑2013 Projected 2013-‐‑2014
ISHCMC American Academy
ISHCMC
31
ISHCMC Enrollment has been increasing to campus capacity over the past ten years to a self-imposed limit of 1050.
Demographics
Enrollment Trend
Student Nationality Table
92 117 107 144 127 154 158 164 159 136 135
171
140
189 214 202 226
219 242 250 247 235 236
260 115
155 167
176 201
202 211 205 198
181 195
193
107
172 180
187
210 222
240 249 255
232 234
247
0
100
200
300
400
500
600
700
800
900
1000
Aug-00 Aug-01 Aug-02 Aug-03 Aug-04 Aug-05 Aug-06 Aug-07 Aug-08 Aug-09 Aug-10 Aug-11
Highschool
Middle School
Elementary
Junior
92 117 107 144 127 154 158 164 159 136 135
171
140
189 214 202 226
219 242 250 247 235 236
260 115
155 167
176 201
202 211 205 198
181 195
193
107
172 180
187
210 222
240 249 255
232 234
247
0
100
200
300
400
500
600
700
800
900
1000
Aug-00 Aug-01 Aug-02 Aug-03 Aug-04 Aug-05 Aug-06 Aug-07 Aug-08 Aug-09 Aug-10 Aug-11
Highschool
Middle School
Elementary
Junior
Nationality 2006 2007 2008 2009 2010 2011
USA 9% 10% 11% 12% 13% 14%
Korea 27% 27% 26% 26% 23% 22%
UK 4% 5% 6% 4% 4% 3%
Japan 4% 4% 4% 5% 2% 2%
Vietnamese 22% 20% 17% 19% 23% 26%
Others 34% 35% 37% 38% 38% 38%
32
Student SupportServices
33
ISHCMC and ISHCMC - American Academy offer the English as an Additional Language (EAL) Support Program for students in Grades 1-10. Grades 1-8 run a Sheltered Immersion (SI) EAL program for a pre-determined maximum amount of EAL students not to exceed 20% of any grade level providing direct EAL support services. Sheltered Immersion is the technical name for the most effective way for EAL students to learn, where EAL teachers will have a combination of “pushing in” to mainstream class-rooms to provide additional support, and “pulling out” EAL students for intensive EAL lessons.
In grades 6-12, EAL students have a differentiated English Language program within the mainstream classroom designated as “English Language B” in ISHCMC, and “EAL English Language” at ISHCMC - American Academy, which satisfies the full four English credits required to graduate from each school programme.
All students enrolling in school whose mother tongue is not English and who have not just completed two full years in an English medium school are assessed by the Admissions Team before starting school. The EAL Coordinator evaluates the student’s En-glish language skills and the student is then referred to the section Principal or designate for acceptance, class placement and course selection.
English as an Additional Language (EAL)
2011-2012School Years
BeginnerSheltered Immersion
IntermediateSheltered Immersion
AdvancedMainstreamed
MonitorMainstreamed
Grade 1 2 7 3 0
Grade 2 3 7 4 3
Grade 3 2 8 5 4
Grade 4 3 5 6 4
Grade 5 0 7 1 3
Total: 10 34 19 14
Target: 40 40 20 20
34
*Full-time teaching equivalent
Support ServicesTargeted Student population 2015
Actual StudentsStudent/ Teacher
RatioStaff Required
Actual Staff Head Count (FTE*)
EAL 120 63 30:1 2.5 4.0
LS 45 24 30:1 1.0 1.5
GATE 150 120 30:1 4.0 1.0
Staffing Ratios for EAL Sheltered Immersion services and LS services across the ISHCMC and ISHCMC - American Academy programs:
Learning Support (LS)
ISHCMC and ISHCMC American Academy provide a limited scope of support for learning differences for Grades 1-10. All students are expect-ed to be able to function in the mainstream classroom, and where referrals by classroom teachers are made to Learning Support (LS) Services Faculty, students shall be evaluated to determine if support services can be provided, and whether continuance at ISHCMC or ISHCMC Amer-ican Academy is feasible. If it is determined that continuance at ISHCMC is feasible within the program the child is enrolled in without material disruption to the mainstream program, then intervention by the Learning Support Team shall be mobilized. ISHCMC has two Learning Support specialists who work with teachers and teaching assistants. Students on Individual Education Plans (IEPs) are generally not admitted to ISHCMC, nor are they admitted if the needs for that student are beyond the scope of the LS program.
Learning Support Caseloads for 2012 have been steady over the past few years and currently stand at 24 students receiving services at ISHCMC. Staffing Ratios for EAL Sheltered Immersion services and LS services across the ISHCMC and ISHCMC-AA programs:
35
Our Initiative
In order to fulfill our mission, it is important for us to attend to the needs of all students. Our 5 year strategic plan provides a road map of a sys-tematic approach to the implementation of the optimum provision of English as an Additional Language (EAL), Learning Support (LS) and now Gifted and Talented Education (GATE) support for our school community.
This year, we have developed and initiated a comprehensive program approach to fostering the individual abilities of high ability students in ac-ademics. For years, ISHCMC and CCC have provided opportunities for the gifted and high ability students in sports and the arts to thrive in a vibrant after school activities program as well curricular courses. We are now focusing on the GATE program rollout for gifted students. To that end, in 2012 we appointed Mr. Rae Deeley as our Talent Development Coordinator to pilot the programs.
Measures of Academic Progress (MAP) test results. These tests determine your child’s instructional level and measure academic growth through-out the school year, and from year to year in the areas of reading and mathematics. MAP testing is an additional assessment to our ongoing AP and A-Level assessments, as well as in addition MAC II tests for EAL, and PSAT /SAT testing.
MAP tests are unique in that they are adaptive tests students take online. That means that the test becomes more difficult the more questions are answered correctly. When your child incorrectly answers a question, the test becomes easier. Therefore, each student takes a test specifically created for his or her learning level.
Your student’s MAP results are reported in RIT scores. This is a different type of score than a typical test that provides a percentage or a rubric mark. It is also different than many tests that provide results based on the student’s score compared to others in the same grade. Instead, the RIT score is an equal-interval scale, like centimeters and meters, that is independent of grade level. As a result, we can easily measure growth in learning. This type of score increases the value of the tests as a tool to improve student learning because it enables teachers to recognize where to focus attention for your student’s learning needs, whether in areas of strength and high ability, or in areas that need improvement.
MAP testing is a powerful tool for monitoring student growth over time. The attached sheet also has a tracking chart that only shows the initial baseline data, and the charts only become meaningful after the second test is taken in the spring. The overall RIT percentiles are based upon all students taking the tests worldwide.
36
• Adoption of the identification process that includes an option for high ability students to participate in the Johns Hopkins University Center for Talented Youth (CTY) International Talent Search;
• Adoption of MAP testing that provides valuable data to benchmark our school and track the individual growth of our students whether they are high ability, low ability, EAL or special needs;
• A strategic partnership established with Syracuse University Project Advance to provide opportunities for high ability students to get a head start on their university careers by taking Syracuse University courses for credit while still studying at ISHCMC and ISHCMC American Academy
Key Developments in 2012:
During 2012, ISHCMC and ISHCMC American Academy planning undertook a review to launch a GATE programme as part of our strategic plan and accreditation processes to foster the individual abilities of gifted students. In 2012, we made key decisions on how we identify GATE stu-dents, what services we will provide and the rollout of the program in phases. I am pleased to report that we successfully identified 9 students within the spring of 2012 and then an additional 111 in the fall of 2012 after the adoption of the North West Education Association’s Measures of Academic Progress (MAP) testing was implemented.
The identification process indicates that ISHCMC and the newly formed ISHCMC American Academy are magnet schools for high ability stu-dents, particularly in the area of mathematics, and to a lesser extent in English language.
The foundation of the program was agreed with the adoption of policies to be implemented in a phased manner by 2014.
The Gifted and Talented Education (GATE) Programme
37
In summary,
It is evident that the GATE initiative to attend to the individual needs of high ability students is needed at ISHCMC and ISHCMC American Academy.
16% of students tested with MAP scored within the top 5% of students worldwide.
25% of students tested with MAP scored within the top 10% of students worldwide, indicating the number of students at high ability status is literally 1 out of every 4 students at ISHCMC and ISHCMC American Academy.
56% of University acceptances were at top tier universities across the world:• 50acceptances Top100 USschools• 20acceptances Top20 Canadianschools• 8acceptances Top20 Australianschools• 6acceptances Top10 Asianschools• 4acceptances Top20 UKSchoolsNote: 47 students received 156 acceptances overall, 88 in top tier universities.
Percentage of students per grade level
Grade Total Enrollment Number of students Percentage
3 67 9 13%
4 66 9 14%
5 71 7 10%
6 75 10 13%
7 81 8 10%
8 81 23 28%
9 66 8 12%
10 75 21 28%
Total: 582 95 16.3%
38
• Use their class breakdown of RIT scores to identify academic strengths and areas of concern;
• Set classroom goals;
• Identify student groupings to differentiate instruction;
• Create flexible groupings for specific skills instruction;
• Share information with other grade level teachers for intra- and inter grade level grouping;
• Select appropriate materials for instruction; and
• Compare class group with a visual snapshot from fall to spring testing sessions
• Johns Hopkins University Center for Talented Youth (CTY) online programs*;
• Syracuse University for college credit courses in mathematics (in addition to AP courses)*;
• Appointment of CTY Talent Development Coordinator, Rae Deeley;
• Collaboration with the newly appointed ISHCMC American Academy Syracuse University Project Advance Coordinator, Heather Carreiro; and
• Adoption of a new curriculum review cycle that has initial focus and funding for mathematics, English Language and world language instruc-
tion for implementation in August 2013.
Note: *these courses are optional for qualified students and have additional costs incurred.
What Teachers are preparing to do with the MAP data
What the School is doing to enrich and accelerate for high ability students
MAPTesting
39
Research shows that mainstream classroom instruction works to improve ALL students, as long as high ability students are provided with en-riched and accelerated strategies**:
**Research conducted by Johns Hopkins University Center for Talented Youth (CTY); Fordham University; University of Connecticut; Harvard University Project Zero.
We are very pleased to inform you that 25% of our students ranked in the top 10% of all students worldwide in mathematics and/or reading components of the MAP tests.
EAL students learn best when included in the mainstream classroom and benefit from being in a mixed ability classroom;
Low ability students (below 30th percentile) and students with mild learning differences requiring support, learn best when included in mainstream classrooms;
Mainstream students (30th to 90th percentile) progress at the fastest rates of proficiency when included in a mixed ability classroom; and
High ability students (90th percentile and up) are at considerable risk of descending from high ability rankings if they are not differentiated for in the mainstream classroom; differentiated instruction and additional talented and gifted programs are highly recommended to enrich and accelerate high ability students over time, and should be through a partnership between the school and home.
40
PSAT/SATResults
41
SAT Reasoning Mean Students Tested SAT Subject Tests Mean Students Tested
SAT Critical Reading 497 29 Biology – Ecology 623 6
SAT Mathematics 647 Biology – Molecular 510 3
SAT Writing 553 Chemistry 580 8
SAT out of 1600 1144 English Literature 557 2
SAT out of 2400 1697 Math Level I 700 1
Math Level II 659 14
Physics 612 2
SAT Results for the Class of 2012:
IB Results for Diploma Candidates,May 2012 Examinations:
IB Diploma:
Students who pursue the IB Diploma along with an ISHCMC Diplo-ma, must fulfill the following requirements: • Successful completion of TOK (Theory of Knowledge), a 4000-
word Extended Essay, and CAS (Creativity, Action, and Service). • Completion of 3 Higher Level (HL) courses and 3 Standard Lev-
el (SL) courses and the achievement of a score of at least 24 points overall.
Each course is worth a possible 7 points; points are accumulat-ed based on internal assessments completed throughout the two years of study, as well as final IB examinations.
Percent of successful diploma candidates:Percent of Diplomas with bilingual designation:Mean total point score for all candidates:Highest diploma points awarded to a candidate:2011 worldwide average:
89%71%31.4 4029.8
42
UniversityAcceptances
ISHCMC
USA - Binghamton University, Boston College, California State University, Fullerton, Colgate University, Columbia University, Cornell University, Dartmouth College, Drexel University, Duke University, Embry-Riddle Aeronautical University, Fordham University, Georgia Institute of Technolo-gy, Hawaii Pacific University, Hofstra University, Indiana State University, Kenyon College, Loyola Marymount University, Lynn University, Marist College, Mercyhurst University, Michigan State University, Northeastern University, Pennsylvania State University - University Park, Saint John’s University, Sarah Lawrence College, Seattle University, Skidmore College, St. John’s University, Temple University, Texas A&M University, Cor-pus Christi, Tufts University, University of California at Berkeley, University of California at Irvine, University of California at Los Angeles, University of California at Riverside, University of Illinois at Chicago, University of Illinois at Urbana-Champaign, University of La Verne, University of Mich-igan, University of North Dakota, University of Pittsburgh, University of San Francisco, University of Tulsa, University of Virginia, Vaughn College of Aeronautics and Technology, Wesleyan University, Williams College
UK - Bath Spa University, Coventry University, Durham University, King’s College London, Kingston University, London School of Economics, Newcastle University, Oxford Brookes University, University College London, University of Bath, University of Edinburgh, University of Exeter, University of Kent, University of Plymouth, University of St. Andrews, University of the West of England, Bristol
43
USA - Art Institute of Boston, Binghamton University, De Anza College, Oakland Community College, Oklahoma University, Pennsylvania State University - University Park, Savannah College Of Art and Design, St. Mary’s College of Maryland, University of Buffalo, University of Maryland, University of Massachusetts Amherst, University of New Hampshire, University of Texas – Austin, University of Washington, University of Wiscon-sin Madison, Utica College, Worchester Polytechnic Institution.
Canada - Dalhousie University, McGill University, McMaster University, University of Alberta, University of British Columbia, University of Toronto.
Australia - Deakin University, La Trobe University, Monash University, University of Adelaide, University of New South Wales, Queensland Uni-versity of Technology.
UK - Nottingham University, University of Bath, Sheffield University.
New Zealand - University of Auckland.
Hungary - Debrecen University.
ISHCMC American Academy
Canada - McGill University, Simon Fraser University, Thompson Rivers University, University of British Columbia
Netherlands - Rotterdam School of Management, Erasmus University FRANCE: American University of Paris, Paris College of Art
Thailand - Chulalongkorn University SINGAPORE: Yale NUS College
Korea - Korea Advanced Institute of Science and Technology (KAIST)
Hong Kong, China - The Hong Kong University of Science & Technology
44
SchoolActivities
45
ISHCMC offers a wide variety of activities for students of all ages throughout the year. Students are encouraged to participate in extra-curricular activities as they promote the intellectual, social, creative, cultural, aesthetic, and physical needs of our students.
SERVICE
•ArtsandCrafts•StringsEnsemble•PoetryClub•Choir•Dance•Drama•Band•DebateClub•YoungEditorsClub•VietnameseDance•Games•BookClub•FilmClub•ComputerClub•JazzBand
ACTION
•RockClimbing•AfterSchoolSports•ChessClub•AthleticTeams•MathClub•SaigonStingraysSwimClub•Games•HouseSports•MartialArts•Dance•YogaClub•ModelUnitedNations•StudentRepresentativeCouncil
COMMUNITY
•WildlifeAtRiskClub•GlobalIssuesNetwork(GIN)•ProductionBackstageCrew•LoretoVietnamAustraliaProgram•HighSchoolHerald•VietnameseSchools&OrphanageVisits•NguyenDinhChieuSchoolfortheBlind•SRCInitiatives•PeerMentoringProgramme
46
PTO FAMILY FUN NIGHT
GRADE 12 GRADUATION CELEBRATION OF CULTURES
PRESENTATION DAY
ART ExHIBITION
CELEBRATION OF MUSIC IBMYP PERSONAL PROJECT
INTERNATIONAL FESTIVAL TERRY FOx RUN
47
MajorEvents
GALA CONCERT
IBPYP ExHIBITION IBDP ExHIBITION MOON FESTIVAL ASSEMBLY
48
An International Schoolfor children aged 2 - 18
International School Ho CHi Minh City
28 Vo Truong Toan Street, District 2,
Ho Chi Minh City, Vietnam
Tel: +84 (8) 3 898-9100
Fax: +84 (8) 3 989-9382
Email: [email protected]
www.ishcmc.com