MISSION AND VISION All decisions at ISK are guided by two foundation documents. Taken together, these documents define our purpose, the educational beliefs that drive learning, and the specific learning outcomes we are committed to developing in each student.
E D U C AT I O N A L A I M S
We strive to develop globally minded students who actively learn, create, solve and engage in the world.
ACT
Sel Gro f-Dire wth ctio n M Inq inds uiry et
RN LEA
ISK inspires and nurtures passion, creativity and ambition in pursuit of a better world.
ATE NIC
MISSION:
ret erp Int ress Exp hize pat Em
MU
M CO
Collaborative Risk-Taking Principled
s dea te I era te Gen nnova I pt Ada
E EAT
CR
INTEGRATED LEARNING EXPERIENTIAL LEARNING
PERSONALIZED LEARNING
Des i Crit gn Th i Sys ical Th nking tem in s Th king ink ing SO LVE
VISION:
Empowering students to create solutions for tomorrow’s challenges
ABOUT ISK The International School of Kenya (ISK) is a private, non-profit PreK-Grade 12 school created in 1976 through a joint partnership between the governments of the United States and Canada. Nestled on 40 acres of a former coffee plantation, ISK serves the educational needs of both expatriate and Kenyan students who seek a challenging international curriculum which leads to the rigorous International Baccalaureate Diploma program. ISK’s internationally focused curriculum has helped Kenya become a magnet for foreign business investment and a desired posting for those working for the continuing development of East Africa. Expatriate families consider Kenya a quality career opportunity, in part due to the quality education they find at ISK. Likewise, Kenyan families who want an international, culturally diverse education for their children see ISK as the school of choice. ISK has over 1,000 students from more than 67 countries. Graduates earn an ISK North American accredited diploma and approximately 70 percent of ISK graduates earn the IB Diploma, enabling them to study at some of the most respected and competitive colleges and universities in the world. ISK students form a supportive, spirited and diverse community, which enables new students to adapt easily to campus life. Interacting in such a welcoming cross-cultural milieu, ISK students celebrate the unique and wonderful differences and similarities of people from around the world. The value of respect for each other and for Kenya is evident at ISK, as is a commitment to giving back to the community. Our scholarship program for Kenyan students, together with a broad and dedicated service-learning program which serves our local and national community, have shaped our school values since 1967 and continue today. In keeping with ISK’s strategic mission and vision, we are dedicated to empowering each student to create solutions for tomorrow’s challenges. Therefore, we have embarked on a multi-million dollar facility and program expansion project to provide students and faculty with the programs, tools and facilities necessary for success. Once completed, ISK will be able to accommodate 1,200 students with expanded programs and facilities.
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CONTENTS 06
Director’s Report
10
Board of Directors Report
12
Elementary School Report
16
Middle School Report
20
High School Report
28
Teaching & Learning Center Report
32
Athletics Report
36
Creative Arts Report
40
Service Learning Report
44
Technology Report
48
Finance Report
50
Advancement Report
56
Parent Teacher Organization Report
60
Friends Of The Arts (FOTA) Report
DAVID G. HENRY DIRECTOR
DIRECTOR’S REPORT
The 2019-20 year was one of challenges as well as achievement at ISK. With regard to challenges, these were confronted with resolve to get to where we needed to go. The biggest challenges included the COVID-19 pandemic, with its resultant closure of on-campus learning and the implementation of our virtual learning environment (VLE); and the move at the beginning of the year to our temporary Middle School and High School science classrooms, to allow for the construction of our new MS Building Project.
The COVID-19 pandemic had a profound impact on the ISK community. Along with the Coronavirus itself came the shutdown of international travel, nightly curfews, and other restrictions, coupled with devastating economic effects across the country and the world. ISK entered the virtual environment with students and staff on March 23, right after our mid-term break, and finished the year with it. I was impressed by the resilience and adaptability of our teachers, students, and the whole community as they embraced a new normal and continually adjusted and recalibrated to make the best of what were constantly changing dynamics. The other big challenge of squeezing more than 250 Middle School students into temporary displacement classrooms turned out to be a blessing in disguise. Faculty, staff, and students embraced their new surroundings with gusto, and the design turned out to be very supportive of our collaborative approach to teaching and learning. The construction project proceeded on schedule, while the new MS spaces supported an inspiring spirit of enthusiastic teamwork and excitement about future change among many students. When it comes to acheivements, the 2019-20 year highlighted again that student agency is integrated into the learning experience. Students were able to initiate, participate in, and reflect upon sustainable community projects that are mutually beneficial. This practice was showcased when ISK students set the goal of ISK becoming a single-use plastic-free campus by May 2020. The Students For the Environment (SFE) Club helped ISK achieve this goal. It contributed to the revision of the school
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board’s environmental policy, where ISK is committed to reducing its carbon footprint and becoming a carbon-neutral international school. The connection between student agency and our educational program can be underscored through student-initiated efforts and clubs such as SFE. Another student-initiated effort, Plastiki Rafiki, was selected as the Association for International Schools in Africa Outstanding Service Project for 2020. This club has set up a process to recycle plastic and use it in the design and creation of new products, from skateboards to keychains to clocks. This year, they began reaching out to local communities with their business model and equipment, helping locations like Diani Beach to employ their community while cleaning up the environment. This is the type of student outreach that aims to give back meaningfully to our local community through students living our Mission and Vision.
As ISK reached a milestone when it surpassed 1,000 students in enrollment, it also had strong Measures of Academic Progress assessment results, above all norms in Math and Reading for other international schools around the world. We also had a new commitment to a more inclusive program with the start of our Life-Centered Education program in early Elementary School. This year, ISK purposefully and methodically completed its strategic plan, with a focus on connecting improved student learning through our Educational Aims. Hats off to the teachers and administrators for embedding our Educational Aims into our instructional and assessment practices. The Aims are those cognitive skills or dispositions that we believe all students should develop to be successful in life. We also planned for a new future -- we started the year with World Café sessions focused on designing ISK’s preferred future, and then the School Boards and members from the broader
ISK ANNUAL REPORT 2020 • 7
community laid out ISK’s strategic direction for the next several years, ending in the approval of new Strategic Focus Areas and corresponding End Results. ISK continued to deepen its understanding of ‘who we are’ and to strengthen the community through supporting learning around the concepts of diversity, equity and inclusion school wide through the Diversity Committee. The group forged ahead from last year’s accomplishments by supporting professional learning workshops for the Teacher and TA community. All Teachers and TAs actively participated in a Power, Privilege, Purpose workshop at the end of January and a “Teachers Teaching Teachers” workshop series in February. The workshops were centered around the theme of diversity, with particular emphasis on Supporting Students, Instructional Practices, and Cultural Competence. We saw conversations across the school shift, and the language of equity, cultural competence, culturally relevant pedagogy and inclusion have become more common. The community continues to consolidate and strengthen its practices. Participating in events like the World Café, International Day, and the School Board’s Generative Thinking Sessions, I continue to be amazed at how engaged and committed our parents, PTO, and the School Board are to the school. At the same time, there is one thing I continually heard throughout this year; the quality of our teachers and our staff is what makes ISK the school of choice in Kenya and beyond.
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ISK also continues to lead in the areas of the arts, athletics, and academic activities. No one will forget the wonderful musical production A Celebration of Broadway by students of all ages. Through ISSEA, the International Schools of South and East Africa regional association, ISK teams competed well, solidifying their reputation for sportsmanship by taking first place in girls’ Basketball and boys’ Rugby. ISK also hosted successful ISSEA Volleyball and Rugby events, and sent students to all ISSEA activities before coronavirus changed everyone’s world. We continue to contribute locally to the KAIS (Kenya Association of International Schools), leading the way in the areas of child protection, virtual learning, and security planning. 2019-20 was a year of continued focus on ISK’s values, community spirit, and strategic direction. When I think back through the school year and about the events that stand out, they all point to the positive, caring community that ISK is. As both an ISK parent and its director, I can say this school year was one of exciting developments and achievements in many areas. In short, the ISK community continues to strive towards inspiring and nurturing passion, creativity, and ambition in pursuit of a better world.
David G. Henry Director
ISK ANNUAL REPORT 2020 • 9
ANN MARIE AWORI CHAIR, BOARD OF DIRECTORS
BOARD OF DIRECTORS REPORT
This has been a year that came in like a lamb and went out like a lion. While we have much admiration and respect for lions at ISK, it’s fair to say that our school year changed rapidly due to COVID-19, and our community had to quickly pivot to ensure the health and safety of our community while continuing to educate our students around the world.
Taking a step back to the fall of 2019, the Board undertook the responsibility of creating new Strategic Focus Areas for the school that will commence next academic year and be with us for the next 3-5 plus years. In keeping with past practice, the Board invited the Board of Governors, the Administration and Leadership Team, students, parents, and teachers to participate in this two-day retreat to ensure that all voices were present when creating the framework for the future. The three Strategic Focus Areas are: We will continually focus on improving teaching and learning. We will integrate a comprehensive approach to student well-being throughout the school. We will define and fully implement our approach to inclusion. The Board formally approved these SFAs in the October Board meeting. The Board continues to prioritize training for Board members, and this resulted in a majority of members attending the “Governance as Leadership” conference, with sessions for first time attendees and specialized sessions for those who were able to attend last year. This allowed us to come together as a Board and explore a deeper understanding of our fiduciary, strategic, and generative responsibilities. One Board task this year that required significant effort not only from the Board of Directors, but also from the Director Search Committee, was the hiring of the next ISK Director. After months of a rigorous and transparent search process, the Board of Directors announced that Mr. Mike Callan, currently at the American School of Rome, will be the next ISK Director, starting in July of 2021.
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I want to thank everyone, from the Leadership and Administration teams, the PTO and parents, ASB and students, Faculty Council, and leaders on specific school initiatives, who supported the Board by providing presentations, updates, and/or reports at each Board meeting. These communication points allowed us to understand the different vantage points of the community in the interest of making the best decisions for the school. I would also like to thank those Directors who chaired a Board Committee – Amaka Godfrey (Governance), Mika Kosiak-Oldham (Finance), Ben Piper (Compensation), and Nadeem Noordin (Facilities). Other special thanks go to Moez Jiwani, who continues to support the Board with preparing the budget, Alexa Schmid who dedicated countless hours to assisting the Director Search Committee, Greg James for leading a generative conversation on Highly Capable Learners at the November Board meeting, and Emma Wanjui for her diligence in timely assistance with agendas, minutes, documents, and presentations. As I write this, we are ending the school year on a note that is drastically different than any of us could have envisioned at the beginning of the year. From the bottom of my heart, I thank all the teachers, students, parents, faculty, support staff, Leadership, and Administrative teams, as well as David Henry, for coming together as a community to provide support for each other and our children during this challenging time.
To the Class of 2020, I know the end of your High School career did not pan out as expected, but we know that you will be the shining light of the next generation, and our future is in capable hands with you all at the helm.
Ann Marie Awori
Chair, Board of Directors
ISK ANNUAL REPORT 2020 • 11
MATTHEW WOODWARD ELEMENTARY SCHOOL PRINCIPAL
ELEMENTARY SCHOOL REPORT
The Elementary School had a fantastic year, allowing our students to take ownership of their learning and make an impact at ISK. With a strong focus on building community, providing voice and choice for students and living our mission and vision, 2019-2020 saw many opportunities for us to engage with students around these values. No matter how far we want to go with academics and growth, establishing relationships, and building a sense of belonging remain the cornerstone to child development.
2019-2020 once again saw a launch into community building through the project ‘Who am I, Who are you, Who will we be?’. This project asked students to make an inquiry into who they are as individuals and learners, requiring that each child draw a self-portrait to represent these thoughts and beliefs. It then turned to the classroom community, and saw students learning about one another through various activities. Class meetings provided an opportunity for students to reflect, share, and cultivate a safe sense of belonging. Our entire ES staff took part in this activity as well, drawing self-portraits and sharing beliefs with students. To help everyone feel safe, we look to continue projects like this each school year. As mentioned in our opening comments, we value student leadership, voice, and ownership over their learning and experience at ISK. Highlights of this happening at ISK abound, including seeing our students march for climate change, lead our school wide assemblies and grade level showcases, supporting the Roots and Shoots group with bringing worm bins into our classrooms, and listening to the leadership of our Pride Helpers through planting trees, interviewing our Director Candidates, and helping make decisions to better our practices at ISK. This could also be seen on a daily basis inside the classroom, as students chose their books, topics to write about, and strategies to use in problem solving. The words inspire, empower, and nurture from the ISK mission guide our work with students as we support them to become independent and self-directed learners who follow their passions. We are proud to see that our daily academic structures and choice menus for students align with these goals.
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Perhaps no other initiative had a more significant impact on our community than the Life-Centered Education Program. ISK opened this new program this year, welcoming four students, a new teacher leader, and two teaching assistants. To say that this initiative was impactful is truly an understatement. Students throughout our ES had numerous interactions with the students and teachers in the LCE, resulting in life-changing friendships being forged, relevant topics being discussed to help develop human values, and creating a sense of belonging. The LCE program helps students embrace many of ISK’s Educational Aims, including Empathy, Risk-Taking, and Growth Mindset. LCE benefits not only students within the program, but their neurotypical peers as well, allowing community members to learn the value of diversity. Speaking of inspiring our students, there were enhancements to our use of technology and design thinking with the addition of the MakerSpace. We converted the space off the library to include opportunities for students to experience learning through play, discovery, problem solving, and collaboration. With new tools and gadgets, students
were given challenges such as basic coding to complete a task. Often, this was done in groups or teams to provide learning that best resembles what our world outside of school looks like. We also saw changes to our learning space in the library. With a new layout and lots of new exciting books, our library continued to inspire our readers. One of the highlights from this year was bringing in visiting author Peter Brown. With his vast collection of books that he has either written or illustrated, our students connected with him as he talked about his upbringing and following his passion for drawing, illustrating, and reading. Students were provided the opportunity to write and illustrate with Peter in a format that resembled our writing workshop lessons that students experienced daily. Through this incredible week of learning, students took new skills and strategies into their own personal writing to raise the level of their pieces. Our special programs provided a year of creation, innovation, expression, and interpretation. Highlighted by Arts Week, Track and Field Day, and language projects, students were given opportunities
ISK ANNUAL REPORT 2020 • 13
to explore new learning and demonstrate proficiency through live concerts, athletic events, and language production. We saw many changes to what we offered to students as we continued to respond to the interests and goals of our students. Our Arts Week had parents collaborating with students, while our newly created Track and Field Day allowed for our community to work together in support of sport development. Finally, our leveled language program in Spanish and French provided more targeted instruction and time to creatively demonstrate progress. Intercultural (IC) Trips this year were once again a highlight for our grades 3-5 students. Students traveled to Amboseli National Park, the coast of Kilifi, and the base of Mt. Kenya. All three of our trips were a huge success under the leadership of Laura Schutter and our team of teachers and chaperones. Grade 3 took a trip to Amboseli to learn and explore how humans balance ecology and the economy, looking at life cycles, interdependence, and adaptation. Amboseli provides a perfect opportunity to explore these themes up close and personal through the wildlife and the unique landscape. Grade 4 linked many of their thematic units to their trip this year, including cultural heritage and
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processes that shape the earth and, of course, our ISK Aims. Some of the highlights of the trip included a visit to the Gede Ruins, a medieval Swahili-Arab settlement, and releasing turtles accidentally caught by fishermen to the sea. Finally, grade 5 had the opportunity to pitch tents and camp in a forest at the foot of Mt. Kenya. This trip supported their study of Colonial Kenya and how human activity impacts the environment. They explored the Mau Mau caves and were welcomed to a traditional Kikuyu community. Another goal and initiative for the ES this year was implementing our new writing workshop framework. With the goal of students extending their writing stamina and choosing their own writing topics, our teachers facilitated daily writing workshops that focused on writers’ moves to develop skills and strategies. Teaching time was shortened to 8-10 minutes to provide more time for students to write and try out their own author’s voice. We welcomed writing consultants to lead professional learning around this initiative, as well as provide parents a window into this new method of workshop. Students had the opportunity to share their work with a writing partner, as well as celebrate their writing with parents at the end of units. Feedback from students and teachers showed that the amount of writing
produced had increased considerably, as well as motivation through choosing personal topics that meant more to each writer. The growth and learning from the writing workshop spilled over into other academic areas, showing other enhancements in every subject. The individual conferring sessions have brought personalized instruction to mathematics. The lessons on authenticity have created experiential learning opportunities within science and social studies, and the mentor texts and exemplars used in writing have integrated a culture of reading into the classrooms. Our Parent Teas were well attended this year. We were able to expand things out a bit, asking parents for feedback and doing our best to provide what was asked. Teas included topics such as: Writing Workshop How to encourage friendships for your children Visiting Author Peter Brown Mathematics
Technology Parenting (raising boys, maturity and puberty, health and safety) We look forward to including more teas next year that support our community working and learning together. We want to take this opportunity to thank our ES PTO. Kristie Lambert helped us organize and lead a successful school year as ES PTO president. We are so thankful for her leadership and commitment. We also want to thank Luke Oldham, Tinamarie Kokalis-Cook, and Binette Fievet for their consistent contributions as members of the ES PTO in various roles. We also want to say thank you to our many homeroom parents and volunteers that spent hours communicating between teachers and parents, as well as organizing events to help provide a year to remember.
Matthew Woodward
Elementary School Principal ISK ANNUAL REPORT 2020 • 15
ALEXA SCHMID MIDDLE SCHOOL PRINCIPAL
MIDDLE SCHOOL REPORT
The Middle School had a great year, expanding our programs and deepening our work with students. Some fundamental values that guide our work are nurturing student voice and choice, inspiring and igniting passion, providing a consistent message and approach about how we work with students, and connecting to our mission and vision. While we care passionately about our curricular classes, we aim to take an approach of teaching the student first and foremost, through valuing relationships and tending to the social, emotional learning of our students.
MS Building Construction Project Our Middle School Building Construction project is in full swing, and making amazing progress. It has been exciting to see our dreams translate into reality. The project has made steady progress, and we are excited to move in at the end of the 2020-21 school year!
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ISK ANNUAL REPORT 2020 • 17
Advisory & House System We have a strong belief around the importance of educating and nurturing the whole child. In the Middle School, that means tending to the social, emotional, intellectual, and physical changes that happen. Our advisory program, now in its third year, provides an important opportunity for students to connect in a small group with a teacher, who serves as a support, advocate, and daily point of contact for a variety of conversations. Grade-level teams of teachers meet weekly to plan the activities that compose the curriculum, which is scaffolded. This year, we saw this program further develop and support students explore important concepts such as personal power, self-esteem, understanding and expressing their feelings, cooperation, communication, perspective-taking, study skills/organization, mindfulness, creating attitudes, decision making, and refusal skills. Advisory provides an opportunity to build community and explore these important concepts with peers in the same grade. Consequently, our House System offers an opportunity to build community vertically across the Middle School. Students are divided into five houses - Nyati, Kifaru, Chui, Tembo, and Twiga - and we come together about once a month during Enrichment Time for a variety of fun activities. This year, these included Capture the Chicken, Bandana Tag, Flip a Cone, a schoolwide Kahoot, Sports Day, and more. Students had opportunities to earn house points
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with various colors challenges, and this proved to be an especially fun way to stay connected when we shifted into a Virtual Learning Environment for the last quarter.
Proud to Be Me Day In line with the work of the Diversity Working Group (highlighted in the Community Relations and Advancement Section of the Annual Report), this year, the Middle School held our second annual celebration of diversity and identity on International Day. Our student leaders (and teacher supporters) guided our Middle School through important conversations about body image, language, neurodiversity, and assumptions/expectations through student-led workshops on February 14. The goal was to empower students with knowledge and awareness to be upstanders in our community, as well as promote inclusion and acceptance. Congratulations, and thank you to our student leaders and teacher supporters!
Peace Day, Earth Day, Jamhuri Day & More We believe that what is learned in the content classes is as vital as the social-emotional learning and other experiences outside the classroom. This year, we have seen many opportunities for students and teachers to grow, take risks, follow passions, and learn. We had many wonderful celebrations and awareness-raising events this year, including: participating in peace activities around International Day of Peace in September, honoring Jamhuri Day in
December with our sixth-grade Drumming and Kenyan Studies students leading us to celebrate, and expressing their care and concern for the environment when celebrating Earth Day through a virtual celebration in April.
Virtual Learning Environment Due to COVID-19 Following the March break, we embarked on a new way of learning together, as the Coronavirus swept across the world, and forced us to close our classrooms and learn online. Teachers took quick action to analyze their curriculum and determined how to deliver meaningful and engaging learning
experiences through Google Classroom and Zoom connections. While this is not an ideal situation, we are very proud of how our Middle School has come together to engage in learning and staying connected as a community.
Alexa Schmid
Middle School Principal
Drew Gregor
Middle School Assistant Principal
ISK ANNUAL REPORT 2020 • 19
ROBERT BLANCHARD HIGH SCHOOL PRINCIPAL
HIGH SCHOOL REPORT
The High School (HS) enjoyed an exciting, enriching, and unprecedented year in 2019-20, with student enrolment reaching a record high, the hosting of two ISSEA events, and schooling taking place in Virtual Learning Environment (VLE) mode for the final quarter of the school year due to the COVID-19 pandemic.
Among our 84 graduating Class of 2020 seniors representing 31 nationalities: 9 studied at ISK for ten consecutive years or more, two of whom enrolled at ISK In pre-kindergarten! 3 joined ISK for the one year of grade 12 1 was a 4-year recipient of our prestigious ISK HS scholarship 1 earned the AISA Award for Excellence in Africa 3 led the student Plastiki Rafiki group that earned the AISA Outstanding Service Project Award in Africa 51 completed the full International Baccalaureate (IB) as Diploma Program candidates; another 27 completed at least one IB course 38 earned a place on the first-semester honor roll (20 high and 18 regular) 16 were members of the National Honor Society The Class of 2020 acceptances featured an impressive list of universities - including Oxford and five Ivy League Universities - with our 84 graduates earning 307 university acceptance offers as of April 2020. 78% the class reported that they earned a place in one of their top choice universities. ISK students continue to perform well on IB examinations, with 97% of seniors who attempted the full IB Diploma in 2019 achieving this rigorous and highly regarded, internationally recognized qualification.
Experiential, Integrated, and Personalized Learning (Learning Pathways) This year, ISK students enjoyed a wide array of course options (IB and regular), with new course offerings focusing on the learning pathways and electives, as well as the overhauled IB Mathematics courses.
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The new courses were: A History of the World in 25 Questions; Drama: Theatre Playscripts & Directing; Math Applications; IB Global Politics (HL/SL); IB Mathematics Analysis (HL/SL) and Applications (HL/SL). The roll-out of STEM Pathways projects, an innovative off-schedule course, was highly successful, empowering students to design innovative, personalized projects and learning experiences within the framework of the ISK Aims, Design Cycle, and selected NGSS (Next Generation Science Standards) STEM standards. In line with the school’s continuing efforts to promote student choice, passion, and consequential learning around important environmental and cultural issues through the learning pathways, the course review committee (comprising students and faculty representation) recommended several new courses for 2020-21. Next year we are introducing Mathematics 11/12,
IB Environmental Systems and Societies (SL only), Africa in the World System, and Personal Finance - You and Your Money. These new courses will be in addition to over 150 courses already offered as part of the ISK HS program. Based on course selections, students appear to be very excited to pursue learning in these areas. The HS Intercultural trips and Work Experience program continue to provide important experiential learning beyond the four walls of the classroom. The Work Experience program has grown from 11 students in 2016 to 84 students in the fifth year of the program. This year we successfully placed 87% of our students off campus; the remainder were on campus engaging in a film production experience. Students off campus worked in various sectors such as law, education, finance, technology, engineering, medicine, environment, media, and architecture.
ISK ANNUAL REPORT 2020 • 21
We received very positive feedback from both ISK families and the employers hosting our student ‘interns.’ The opportunity to develop lifelong skills, problem-solve in the ‘real world’, and gain practical hands-on knowledge transferable to the classroom is a unique opportunity for our grade 10 students.
Celebrating Co-Curricular Programs and Community ISK hosted two ISSEA events this year, the Volleyball and Rugby Championship, both involving about 200 athletes and coaches from seven countries in Africa. Our ISK Lions performed well (the boys U-19 Rugby team won their first title scoring a try on the final play of the final game), with ISK students showcasing teamwork and amazing school spirit. The tournaments were run by our student Lions’ Pride group, supported by a new Parent Spirit group that came out for every match in Blue and Gold. Unfortunately, the third season of ISSEA did not take place this year due to COVID-19. Having said that, the ISK Girls Basketball team won the ISSEA tournament this year, after a number of second place finishes. And our Drama, Visual Arts, Band, and Choir students enjoyed wonderful, festival-style events. On the Creative and Performing Arts front, this was a special year for theater with our teachers pulling off an entertaining all-school Musical! What an incredible collaboration and amazing show, with students raising their wonderful voices to sing a variety of
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famous Broadway tunes! The Arts Centre foyer always seemed to feature an exhibition of creative student artwork, and the school year finished with a virtual music concert. Go Lions!
Advisory and Student Well-being As the next step in our efforts to develop our advisory program and promote student wellbeing, ISK hosted a Professional Learning Institute focused on Social-Emotional Learning. Many High School teachers and leaders attended this workshop. Our IB Theater Arts students contributed to our advisory learning program this year - specifically around the topic of substance use prevention - with a performance of ‘21 Chump Street’. We also provided opportunities for parents to learn more about the effect of social media on young people, including the relationship to wellbeing and mental health. The first opportunity was a showing of the film, ‘Screenagers: Growing up in the Digital Age.’ This was followed by a special combined HS/MS Parent Tea hosted by our Counselors, for a follow-up film about the same topic, entitled ‘Next Chapter: Uncovering Skills for Stress Resilience’ about helping young people thrive in our screen and stress-filled world. HS faculty also viewed and discussed this film as part of our work to support student wellbeing and responsible digital citizenship.
Student Voice and Ethical Leadership The HS ASB team continued its good work as a leadership group, with a focus this year on promoting well-being and elevating student voice at ISK. In the months of October and November, students and faculty collaborated around the cause of wellbeing and mental health, with various initiatives and opportunities for students to raise their voices and take action. Activities ranged from student-led Wellness Wednesday activities, the 5K/2K Tukimbie Pamoja community run, and a special assembly dedicated to cancer awareness involving, among other things, a student panel discussing mental health and wellbeing issues. In addition to nurturing student learning and voice beyond the classroom as club sponsors, some teachers grew beards and/or dyed their beards or hair pink as part of the Movember/Cancer awareness and fundraising. During the wellbeing assembly, we announced to the student body that we will have a third HS counselor joining us next year, and the new counselor’s focus will be the specific area of student wellbeing. This news was very well received. The ASB-led assemblies empowered student leaders, supported the work of clubs, and gave students an avenue and responsibility for voicing matters. In semester two, the ASB coordinated and ran a ‘town
hall’, with groups of students and teachers working together to address some key areas for enhancing school culture: Celebrating/Communicating the Positives; Dress Code; Student Voice & Choice; and Wellbeing. In addition to class Instagram pages used to promote communication within grade levels, we continued with the popular HS private Instagram account - many in the community followed us regularly at: isk_highschool. Finally, the ASB implemented a Positivity Padlet, using the online padlet tool to celebrate achievements and share gratitude as a High School student body during virtual learning.
Virtual Learning Environment from March to June This year, we were in virtual learning mode from March break until the end of the academic year. While this presented some challenges, and it is true that teachers, students, and parents alike had a steep learning curve around distance learning and community-building from our homes, having a good virtual learning plan in place ensured we got off to a smooth start. Being willing to listen, collaborate, and adjust helped us to refine and ensure that our students received an exceptional education, and our families felt well supported throughout.
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As part of the VLE implementation in High School, we shifted from a basic daily bulletin communication to a detailed weekly communication from the principal, which helped to set a positive tone, clarify expectations, promote wellbeing, streamline communication, share updates, and keep us all on the same page as we learned and worked remotely. Due to the COVID-19 pandemic, the IB organization decided not to hold the May 2020 IB examinations as scheduled between April 30 and May 22 for Diploma Programme candidates. Based on considerable advice from stakeholders across the globe, including schools, students, universities, and official bodies, the IB determined that this decision was the most responsible and ethical way forward. Thank you to our faculty, staff, parents, and students at ISK. I am grateful for our supportive and thoughtful learning community. And I am particularly proud this year of our seniors, the Class of 2020, who adapted, persevered, and found the silver linings in the face of an unfortunate interruption to their plans at the culmination of High School due to COVID-19. Our senior families will hopefully remember it as a special, unprecedented, and unique day that honored the class spirit and wonderful achievement in earning an ISK High School Diploma. I wish our graduating Class of 2020 all the very best in their lives after High School and as ISK alumni.
Robert Blanchard
High School Principal
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CLASS OF 2020 CEREMONY PARTICIPANTS
Mustafa Abbashar Yasin Abdullahi Samuel Asamoah Melissa Askew Angel Austin Harina Baheta Adesholla Bishop Joseph Botzung Isaiah Bowen-Karlyn Isabella Bunkers Ryhl Charles Connor Chen Courtney Chen Matana Chifallu Ulysse Chopin-Smith Bendik Christensen Alexander Coppens Andrea Corradi Casper Engelen Luca Frigyik Wiktor Gil
Siana Haria Juliane Heck Hanna Irish Maxim Johnson Barbara Kalu Giridhar Kamath Cheyenne Kamau Nadia Kinyany Sharlene Kirubi Amani Kiruga Maximilian Koehler Emily Langlois Paul Langlois Kevin Langyintuo Braedon Line Victor Lominyo Victor Lunn Adam Macharia Shanil Manzano Riyan Maru Sarah Mbayo
Harry McIntosh Alina Merali Nuno Miranda Aidan Mitchell-Terga Gabriel Mitchell-Terga Rahel Mitslale Yash Mittal Natasha Ndele Amanda Niwemahoro Sylvia Nyangaga Awuor Onguru Faith Ouma Sofia Papamichail Camila Parsons Luna Petrangeli Selah Piper Roshni Raichura Natalia Ramirez Waiyaki Regeru Kayla Robinson Alexander Rosauer
Teagan Ross Oliver Rudd Samyukta Saklani Lua Samandari Telma Sandin Diya Shah Janki Shah Riya Shah Camille Sharon Cole Shrader Charles Smerdon La Wunn Soe Revaant Tandon Arsema Teka Caleb Tesfaye Alissa Thakker Anikait Thakur Marie Vandermeulen Vanshika Virmani Varia Voloshin Michele Zandri
ISK ANNUAL REPORT 2020 • 25
INTERNATIONAL BACCALAUREATE SCORES This year, ISK registered eighty-five candidates for the IB May 2020 exam session. As a result of the COVID-19 pandemic, the Diploma Programme examinations scheduled in May 2020 were not held. This is the first time IB has had to cancel an exam session. Candidates who were registered in May 2020 were awarded either a diploma or a course certificate, based on the students’ coursework and the established assessment expertise, rigor and quality control already built into the Diploma Programme. This past year, ISK expanded the number of IB courses with the addition of Environmental Systems and Societies (ESS) SL. ESS is an interdisciplinary course and is placed into two different subject groups: Group 3 (Individuals and Societies) and Group 4 (Sciences). The IB online Pamoja program continues to provide additional course choices for some of our students. IB Diploma Programme Year 2 (2020)
IB Diploma Programme Year 1 (2021)
1
Number of full IB Diploma Programme candidates
51 (61%)
71 (74%)
2
Number of IB Diploma Programme certificate (course) candidates
27 (32%)
25 (26%)
May 2020 IB Results: Fifty one seniors were enrolled for the IB diploma, representing 61% (51/84) of the 2020 graduating class. The average IB diploma pass rate for May 2020 was 98% and the mean over the past 5 years is 95% compared to a world average of approximately 79%. The average diploma score was 35 (international average is 30). The highest diploma point awarded to a candidate was 42 (out of a possible maximum of 45). Thirty-four additional juniors and seniors completed IB courses either for certificates or in anticipation of their 2021 diplomas.
IB DIPLOMA MAY 2020 SCHOOL STATISTICS: Percentage of candidates who earned the IB diploma Average points earned by IB diploma candidates
26 • ISK ANNUAL REPORT 2020
98% 35
(international average is 30)
Percentage of seniors who attempted the IB diploma
61%
Average course grade obtained by IB diploma candidates
5.48
Highest points earned by IB diploma candidates
42
(maximum is 7)
(maximum is 45)
2020 UNIVERSITY ACCEPTANCES UNITED KINGDOM • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
Aberystwyth University Aston University Birmingham University Cardiff University Cardiff Metropolitan University City, University of London Coventry University Durham University Goldsmiths University Harper Adams University Heriot-Watt University Istituto Marangoni London King’s College London Kingston University Lancaster University Leeds University London School of Economics and Political Science Manchester University Manchester Metropolitan University Northumbria University Oxford Brookes University Royal Holloway University SOAS University of London St. Andrews University Sussex University The University of Edinburgh University of Aberdeen University of the Arts London University of Birmingham University of Bristol University College London University of Dundee University of East Anglia University of Exeter University of Glasgow University of Kent University of London University of Nottingham University of Oxford University of Portsmouth University of Reading University of Surrey University of Sheffield University Warwick Westminster University
UNITED STATES OF AMERICA • • • • • • • • • • • • • • • • • •
Allegheny College American University Augustana University Berklee College of Music Binghamton University Boston University Brenau University Butler University Brandeis University Brigham Young University–Idaho Carnegie Mellon University Carleton College Clark Univeristy Colorado State University Concordia College Davidson College DePaul University Drexel University
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
Duke University Emerson College Fordham University George Mason University Georgia State University Georgetown University Georgia Institute of Technology Harvard University Hawaii Pacific University Hofstra University Indiana University Iowa State University Kenyon College Lewis and Clark College Longwood University Loyola University Chicago Macalester College Maine Maritime Academy Maryland Institute College of Art Massachusetts College of Art and Design Mercer University Milwaukee Institute of Art & Design Mitchell College New York University North Carolina State University North Carolina Center University Northeastern University Northwestern University Oberlin College Old Dominion University Oregon State University Pennsylvania State University Pepperdine University Pratt Institute Purdue University Purchase College Quinnipiac Unversity Rochester Institute of Technology Santa Clara University Saint Louis University Savannah College of Art and Design Seattle University School of the Art Institute of Chicago Smith University Skidmore College St. Lawrence University St. Olaf College State University of New York at Plattsburgh Southwestern University Suffolk University SUNY College of Environmental Science and Forestry Syracuse University Texas State University Tufts University The University of Iowa The New School University of Arizona University of California, Santa Cruz University of California, San Diego University of California, Davis University of California, Irvine University of California Los Angeles University of Cincinnati University of Denver University of Delaware University of Georgia
• University of Illinois at UrbanaChampaign • University of Massachusetts Amherst • University of Minnesota • University of North Carolina at Chapel Hill • University of Oklahoma • University of Oregon • University of Pennsylvania • University of Portland • University of Purdue • University of Pittsburgh • University of Richmond • University of San Francisco • University of South Florida Judy Genshaft Honors College • University of Southern California • University of Tampa • Utah State University • University of Wisconsin • University of Washington • University of Virginia • Virginia Commonwealth University • Virginia Polytechnic Institute and State University • Washington University in St. Louis • Washington State University • Wake Forest University • Wesleyan University • Worcester Polytechnic Institute • Yale University
CANADA • • • • • • • • • • • • • • • • • • •
Brock University Capilano Unviersity Carleton university McMaster University OCAD University Queen’s University Ryerson University Schulich School of Business -York University Trent University The University of British Columbia University of Guelph University of Ottawa University of Toronto University of Toronto - Mississauga University of Toronto - Scarborough University of Waterloo Western Universty Wilfrid Laurier University York University
EUROPE • • • • • •
Amsterdam University College Delft University of Technology Leiden University University of Amsterdam University of Groningen University of Nicosia
OTHER • African Leadership Academy Mauritius ISK ANNUAL REPORT 2020 • 27
GREG JAMES DIRECTOR OF TEACHING AND LEARNING CENTER
TEACHING & LEARNING CENTER REPORT
The Teaching and Learning Center (TLC) is composed of the Director of Teaching and Learning (Greg James), the Student Support Services Coordinator (Heidi Laws), the Technology Integration Coordinator (Kathleen Chromicz), and the Curriculum and Assessment Coordinator (Karen Moore). The main goal of the TLC is to provide support, guidance, and training for our many educators at ISK.
Highlights from the TLC • Half of the team members in the TLC were new this year (Greg James and Karen Moore). With that reality, time needed to be spent on getting to know the current realities and needs of the school. From the beginning of the school year, our charge has been to support teachers in any way possible, so that they can inspire and challenge our students. • During the first two weeks of the school year, the TLC hosted a number of World Café conversations on campus. These sessions were created to give faculty, staff, students, and parents the opportunity to discuss ISK, its values, and our shared aspirations for the future. The information that came from these discussions was referenced many times during the year, as we set goals and planned for the future. • As we restructure and organize for the next school year, the TLC is positioned to support our three upcoming strategic focus areas (teaching and learning, inclusive practices, health, and wellness). With the hiring of our new Health and Wellness Coordinator (Aroma Pannu), the TLC will have the opportunity to align and support all three focus area strands. This cohesion will allow us to grow the learning culture at ISK and provide a well rounded program for all of our students.
28 • ISK ANNUAL REPORT 2020
Professional Learning Highlights • Our professional learning calendar began with Fran Prolman (Transforming Schools). She worked with ISK faculty and staff on ways to understand, empathize, and work together as a united school community. For three years, Fran has supported our school and helped us build consistent routines and expectations. • We were fortunate to have Amber Trujillo and Colleen Ackford join us twice this year. They are two highly respected instructional coaches. They primarily worked with our Elementary and Middle school teachers with effective unit design and creation, and also the structure and delivery of a writers’ workshop. Both professionals made a positive impact on the ISK teachers and our learning culture. • Erma Anderson spent a week at ISK working primarily with a group of teachers who were finishing a multi year mathematics professional learning cohort. As the sessions came to a close, it was great to hear participants reflect on the journey and how the learning had changed their practice and positively impacted students. One guiding theme from the week with Erma was around getting students to engage and think deeply about mathematical problems.
Taylor from the UK. They spent a week supporting work in the area of social emotional learning. Both Kate and Jo brought deep understanding and concrete applications to their workshops. Their ability to understand and offer insights into the mind of the High School student was inspiring and well received. • Prior to the March break, ISK welcomed back Tom Schimmer. Tom has a way of making the complexities of assessment seem easy and routine. While on campus, he was able to work with all of our teachers in all three divisions. Creating this shared vision and understanding is very important as we design consistent practices and expectations for our students.
Looking to the Future As the 2019-2020 school year comes to an end, we are already building our professional learning line up for next year. The TLC has one specific goal, and that is to tie all of our learning and support to the strategic focus areas that guide us. Through support and collaboration, we can help ensure that great professional learning ideas translate into rich and inclusive learning opportunities for our students.
Greg James
Director of Teaching and Learning
• Our High School faculty and staff had the opportunity to work with Kate Weiler and Jo
ISK ANNUAL REPORT 2020 • 29
2020 AWARD RECIPIENTS
Tyler Lambert / Gr 5 Outstanding Scholar Award
Anabella Padua / Gr 5 Director’s Award for Creative and Critical Thinking
Daniya Ibrahim / Gr 6 Outstanding Scholar Award
Chloe Foster / Gr 7 Outstanding Scholar Award
30 • ISK ANNUAL REPORT 2020
Jason Jaehyeok / Gr 8 Outstanding Scholar Award
Mandisa Mathew / Gr 8 Director’s Award for Creative and Critical Thinking
Michelle S. Woo / Gr 9 Outstanding Scholar Award
Anders Luffman / Gr 10 Outstanding Scholar Award
Kiara Ehsani / Gr 11 Outstanding Scholar Award
Emily Langlois / Gr 12 Outstanding Scholar Award
Amani Kiruga / Gr 12 Director’s Award for Creative and Critical Thinking
Vanshika Virmani / Gr 12 AISA Award for Academic Excellence
ISK ANNUAL REPORT 2020 • 31
WILL MOORE ATHLETICS DIRECTOR
ATHLETICS REPORT
ISK has had the honor of hosting two major ISSEA events this year. For the first time in nine years, ISSEA volleyball came to ISK in October. This eagerly anticipated event showcased our fantastic facilities, including our new Lions’ Den building, our community spirit at these large events, and a great collaborative effort between Athletics, Lions’ Pride, and Simba Spirit.
This was followed by an even larger tournament, ISSEA Rugby. This sport has risen in popularity over the years, and ISK took the decision to make this a full tournament for the three categories of U15 boys, U19 boys and girls teams. All the hard work of maintaining the lower field paid off and provided a fantastic venue over the three days of rugby 7’s.
32 • ISK ANNUAL REPORT 2020
With almost 200 players, this was the largest rugby event in ISSEA history as well as the largest single sport event for this year. There was much praise from our visiting schools related to the efficiency of the organization and running of the tournament, which provided ample opportunity for playing time as well as efficiently using our facilities to enable gameplay, warm up areas, and team rest areas which were in close proximity to each other. This schedule and management format will now be used by other rugby events in the future. Other benefits of the organization and facility management included: an enhanced player experience of support and camaraderie among and across all teams, spectator participation and viewing ability, communication of games, ease of hosting, medical response, and professionalism. All of these were commented upon favorably by players, parents, and visitors.
Our Lions’ Pride student body has continued to develop ways to demonstrate student leadership and responsibility while supporting athletics in school. The executive committee is now made up of three distinct areas that have worked collaboratively to complement each other when working towards their primary goal of promoting and supporting our Lions teams and individuals. The Media group has been very proactive in recording our sports events through photography, video, and live streaming. The Spirit group has advertised matches, tournaments and other events to raise support, and the Tournaments group has been very consistent in scoring at games and running large events. The High School Lions’ Pride executive team deserves our thanks for the pro-active attitude towards athletics promotion and support. Their leadership has added so much to the experience of our athletes.
ISK ANNUAL REPORT 2020 • 33
The end of season Sports Awards are always an eagerly anticipated way for our athletes and coaches to close the season. This year the coaches have been focusing on three aspects within our school’s Educational Aims to articulate more explicit links between the sporting arena and classroom experiences. The emphasis has been on celebrating Principled, Risk-Taking, and Collaborative behaviors. Also, a revised format puts greater emphasis on the winners of the Most Improved, Most Valuable, and Coaches’ Choice awards in relation to the school Aims. The school Board’s approval of an Assistant Program Coordinator was gratefully received and will be a real benefit to the program. This new position reflects the growth demonstrated through the detailed analysis of data taken over the past five years in relation to a continuing rise in the number of students who are participating in sports, the increase in ISSEA opportunities to include STEM as well as the arts, diversification of sports offered across the school, increased involvement of the parent body and the collaboration with the PE department to improve and expand participation and leadership in sports through the Lions’ Pride group, which is the largest student body service group in High School.
34 • ISK ANNUAL REPORT 2020
Another notable area of growth is reflected in our continued development of athletics facilities to maintain and develop our program as the school continues to grow to 1,200 students. This also respects the needs of our students to enable them to train in the best facilities available to reach their potential in the sporting world. This year sees the completion of the Lions’ Den with the addition of a sail to enable the facility to be used safely in all conditions. This year also saw the opening of our pitch and putt golf green, which adds to our already impressive portfolio. The Board’s approval for a new state of the art five-lane running track on the lower field, recognizes the demand for this facility in both physical education and athletics. The construction will cause some disruption to these programs; however, the end result will be worth the long wait. One of the largest increases in student participation this year has been MS and HS track (which has one of the longest seasons of our athletic program), and this endorsement by the Board toward improving facilities shows an appreciation of the teams and their achievements over many years.
All of these developments are influential in developing ISK’s spirit and realizing the school’s ambition to develop strong, solution focused individuals of the future. We eagerly look forward to hosting ISSEA Basketball and ISSEA STEM Championships to help build on this in 2020-21. We thank the school community as a whole for supporting the athletic department’s drive to develop the sporting and leadership passions of our student body.
ISSEA Highlights 2019-20
ISSEA Cross Country Boys - Champions
ISSEA Cross Country Girls - 2nd Place
ISSEA Boys Track & Field - 4th Place
ISSEA Girls Track & Field - 7th Place
ISSEA Girls Volleyball - 4th Place
ISSEA Boys Volleyball - 5th Place
ISSEA Girls Basketball - Champions
ISSEA Boys Basketball - 3rd Place
ISSEA Boys Swimming - 2nd Place
ISSEA Girls Swimming - 6th Place
ISSEA Girls Rugby, A Team - 4th Place
ISSEA Girls Rugby, B Team - 7th Place
ISSEA U19 Boys Rugby, A Team - Champions
ISSEA U19 Boys Rugby, B Team - 5th Place
ISSEA U15 Boys Rugby, A Team - Champions
ISSEA U15 Boys Rugby, B Team - 4th Place
ISSEA Golf Team – Event Cancelled
ISSEA STEM Team - Event Cancelled
ISSEA Boys Tennis - Event Cancelled
ISSEA Girls Tennis - Event Cancelled
ISSEA Girls Football - Event Cancelled
ISSEA Boys Football - Event Cancelled
Will Moore
Athletics Director
ISK ANNUAL REPORT 2020 • 35
CAROLYN ACORN CREATIVE ARTS DEPARTMENT COORDINATOR
CREATIVE ARTS REPORT
As we have been reminded in the last few months, The Arts play a crucial role in our society. We are very fortunate to have a strong Creative Arts Department (CAD) here at ISK. Students at all levels love coming to their arts classes to develop the knowledge, skills, and attitudes to become actors, writers, musicians, composers, designers, painters, and sculptors. ISK students have opportunities to continue their learning in private lessons and co-curricular activities, as well as through exhibitions, performances, recitals, and assemblies. Our whole school musical, and Elementary Arts Week are just two examples of the wonderful successes from the CAD.
Visual Art Ronnie Spilsbury (Pre-K-grade 2), Jodi Watkins (Grade 3-5), along with Josphat Magut, work together as a team to help Elementary students explore the different elements of visual art. Students studied painting, sketching, printmaking, and experimented with different materials. Older students also created sculptures and learned how to sew by hand and on the machine. Elementary Arts Week, which is a week long showcase for visual art and music, was again a great success! Student-led conferences were also another venue for art students to share the creative process with their parents and teachers. In Middle School art, Eleanor Miller, along with Antony Ngaruiya and Nyagaki Gichia and with the help of Kate Oliverson, helped instruct and facilitate the art experiences around drawing, painting, printmaking, 3D construction, textile design, and ceramics. Some great collaborative work was happening this year! Todd Von Seggern, our MS Technology Coach, helped support this coming together of the digital design and art explorer classes. Local artist, Lionel Garang worked with the
36 • ISK ANNUAL REPORT 2020
classes to help students explore the use of stencils and spray paint. They created a final art piece for the school campus. The MS/HS art show was an amazing success with students showing off their talent through the different art mediums they studied and created.
ISK ANNUAL REPORT 2020 • 37
The High School art room is always a busy place with many creative and focused students planning, sharing, conferencing, and bringing their ideas to life. Andrew Kay joined the CAD team this year and comes to ISK with a great deal of teaching experience, especially in IB visual art. Along with Gakunju Kaigwa, Antony Ngaruiya, and Nyagaki Gichia have energized and inspired our future artists in all mediums of art, including 3D design and ceramics. Together, they have guided students in preparing and presenting their work at HS and IB art exhibitions. Students also had a chance before the December break to exhibit their amazing work in the MS/HS art show.
MS and HS Drama On the main stage in November, the whole school Musical, A Celebration of Broadway, led by Kate Oliverson and Jill Hire with Jodi Watkins and Allie Haswell, was a hit! Elementary students and parents were so eager to be part of this musical, places filled up in minutes! It was a great way to bring the school community together. Within the classroom, the Drama program continues to evolve with Kate Oliverson. Grade 6 students are introduced to parts of stage, vocabulary, production, and communicating through voice. Grade 7 Drama involves the study of using the body as communication, the history of theatrical convention, and ensemble work. Electives for students in grades
38 • ISK ANNUAL REPORT 2020
7 and 8 include ‘Exploring Drama’, ‘Technical Theater’, and ‘Theater Production’. In HS Drama, a new course, ‘Playscripts and Directing’ was added as an elective. Jill Hire has provided opportunities for her students to work on the many ‘behind the scenes’ elements of production. Besides the huge undertaking of the musical, the short play 21 Chump Street was planned and performed by IB students for the MS/HS audience. Fringe Festival was an excellent opportunity to have students perform for a public audience and get really valuable feedback that they could reflect upon and analyze in their written reports. Fringe Festival had its best turnout to date!
Music Rachel Aondo and Laois Rogers, supported by Margaret Oganda, continue to offer a fun and balanced music program for Elementary students. Pre-K-grade 2 explored percussion instruments, singing, creative movement, and xylophones. Grade 3-5 students continued with singing, playing Orff instruments, and then started to focus on the ukulele (grade 3), recorder (grade 4), and band instruments in grade 5. This is the first year that grade 5 has had a whole year of band! Many of our Elementary students took private lessons and were encouraged to perform in a recital in November, organized by Rachel Aondo, our private music teacher coordinator.
In Middle School music, Mark Anding and Waturi Ekirapa were busy with the many students they have in their band and choir programs. Barissa Dhidha led our grade 6 drummers in energizing recitals throughout the year. In November, the MS Java Jazz concert took place in the Lions’ Den with students not only busy performing, but some working at the café to help set the jazz café mood. In January, Mr. Anding accompanied eight choir students on a trip to Madagascar for the AMIS workshop. MS band and choir students also attended the Rosslyn Music Festival in March and received positive feedback from the adjudicators. Throughout the year, Gwendolyn Anding with Millicent Obiero have provided amazing music opportunities for High School students. In November, the HS Jazz concert was held in our outdoor amphitheater. The wonderful music, café style seating, and food made for a great night. IB students had an opportunity to perform
their pieces in a recital on the main stage for parents and peers. Twenty-one students attended the ISSEA Music conference in Zambia, where they collaborated with students from various schools in the region. A highlight of the year for student musicians (Middle School and High School) was their performance in front of a large and appreciative audience at Village Market to celebrate Jamhuri Day. I am delighted to have joined the team this year as CAD Coordinator. Together with Sammy Mwangi (Arts Centre Supervisor) and Kennedy Wando (Assistant Arts Centre Supervisor), we support the Creative Arts Department’s needs as well as maintaining the Arts Centre so that we can continue to host assemblies, guest speakers, and great concerts at ISK.
Carolyn Acorn
Creative Arts Department Coordinator
ISK ANNUAL REPORT 2020 • 39
PIERINA REDLER SERVICE LEARNING COORDINATOR
JESSICA HAJEE COUNSELOR FOR STUDENT WELLBEING
SERVICE LEARNING REPORT
The ISK Co-Curricular Program aims to develop students of character who learn, create, act, and solve in a collaborative and engaging environment. Service Learning is an approach to teaching and learning that addresses authentic need through active engagement in our local and global communities.
At ISK, Service Learning: Is linked to the curriculum Involves positive and meaningful action Engages student voice and choice Considers the sustainability of programs and partnerships Creates opportunities for participants to be enriched by diverse perspectives Nurtures social responsibility and global citizenship Is mutually beneficial to participants Inspires reflection
40 • ISK ANNUAL REPORT 2020
ISK ANNUAL REPORT 2020 • 41
Service Learning Student Participation This year, 308 High School students and 215 Middle School students participated in ISK sponsored Service Learning clubs and projects. In Elementary School, Service Learning continues to be embedded in the curriculum for all students in grades 1-5. This year, ISK ran 16 service-based clubs, 10 Wednesday afternoon service projects, and several student-led based projects. Our Service Learning Program continued to link service with our curriculum through the Hand Out club by making prosthetic limbs for local hospitals. Students for the Environment worked towards making our campus free of single-use plastics, working collaboratively with service providers at significant events such as our monthly Farmers Markets and ISK’s International Day. This year, Plastiki Rafiki combined Service Learning with an intercultural trip to Mount Kenya by collecting over 30 bags of mixed rubbish. Students continue to participate in a number of educational, art, and hygiene programs in collaboration with our local schools. We have also promoted several advocacy activities whereby students demonstrate public support for a particular cause, such as the annual Tukimbie Pamoja 5k/2k run for cancer.
42 • ISK ANNUAL REPORT 2020
Student Voices and Service Learning at ISK During our Service Learning visits, we connect with children whose backgrounds are different from ours, despite living in the same city. Service Learning projects focus on individual and collective growth, which is apparent in our personal reflections. We reflect on our learning and what giving back to a community means as an individual. Service Learning isn’t a burden but can be something fun and exciting that brings new experiences. Service Learning is about something more significant than the individual fulfilling school requirements; it’s about working together as a team to have fun and experience a different side of school. Lucas - Grade 11
Service Learning gives students an opportunity to participate in fun and meaningful activities while developing leadership skills and personal integrity, demonstrating helpfulness and respect for others, understanding the value of individual responsibility and hard work, as well as advancing international understanding and goodwill. We have the privilege of attending leadership training workshops and through mentorship, we learn a lot about what it takes to be a leader and how to properly manage ourselves
I honestly couldn’t see myself being who I am today without being an active service member. Being part of a service program helps you become a better thinker, more open-minded, and allows you to meet new people and I think it’s so important for everyone to take part in service and make an impact with their clubs. During this time of COVID-19, I realise that some of my favorite parts about school are taking part in clubs and being challenged to think about what difference we can make in ourselves and the people we work with. HeArts and GIN (Global Issues Network) have both challenged me in different ways and taught me new things about myself and the issues we tackle. Service programs take you out of your comfort zone to learn, and learning is the most important thing we can do in the world to drive us to better paths in life. Chifundo, Grade 11
In Service Learning, you learn a lot about how to express your creativity, improve your communication skills, and take on leadership roles. HeArts is a well-rounded club that has a place for everyone. We strive for positivity and fun experiences for both Shangilia and ISK students. Personally, I have learned the importance of creating a safe and encouraging space, which can spark a lot of creativity and talent. Marie, Grade 12
Jessica Hajee
Counselor for Student Wellbeing
(For Pierina Redler, Service Learning Coordinator)
as individuals. Roshni, Grade 12
ISK ANNUAL REPORT 2020 • 43
KATHLEEN CHROMICZ TECHNOLOGY INTEGRATION COORDINATOR
DOUGLAS IRISH DIRECTOR OF TECHNOLOGY
TECHNOLOGY REPORT
Teaching and learning through the use of technology focused on providing unique opportunities for students to direct and customize their own learning this year. Students used tools to investigate inquiry questions and problems, prototype solutions, create new meaning, and demonstrate their learning in personal ways. Elementary School students wrote stories using Scratch Junior and its picturebased coding to reinforce their understanding of the parts of a story, including the problem and resolution. Middle School students created a museum of analog and digital ancient Egyptian artifacts and showcased them on Padlet, and they used Book Creator to write a “revisionist history” book with chapters on historic events from new perspectives. Digital Citizenship was creatively integrated into advisories and classes school-wide. For example, the MS 2D/3D Design and Grade 8 Art classes collaborated to design and digitalize posters that promote healthy digital citizenship.
44 • ISK ANNUAL REPORT 2020
Students and teachers enthusiastically engaged in unique project-based learning in ISK’s dedicated Design Spaces. The new ES MakerSpace evolved and transformed learning opportunities. Imaginative uses for a Green Screen, building blocks, robots, and 3D pens were introduced to eager students and teachers. MakerSpace explorations also captivated parents. The MS Innovation Studio facilitated integrated curricular projects such as student-produced movie trailers about novels, Yearbook, Greenspace environmental projects, Game Design, and 2D/3D Design. Seventh graders used Minecraft and Stop Motion, and designed 3D printed artifacts to demonstrate learning in humanities. Eighth graders developed and implemented individual passion projects. High School students and teachers have maximized the use of the HS Design and Fabrication Labs to capacity, utilizing every available space and personnel for both curricular and co-curricular project-based learning.
Curricular and Co-curricular STEM opportunities also included an increase of robotics teams at all levels, often stretching the limits of available spaces. The MS First Lego League robotics partnership with Children’s Garden continued to develop new leaders. Unfortunately, the ES and MS robotics competitions were postponed due to COVID-19. ISK’s new STEM Pathways pilot program finished its first year in the HS, with 18 students working on individual projects. Students chose academic standards and Aims that were appropriate for their individual project proposals. Proposals focused on solutions that they chose to investigate, prototype, and test. The students’ ongoing progress is documented at http://iskpathways.com/ We look forward to them sharing their work and presentations in person with the community.
ISK ANNUAL REPORT 2020 • 45
As global citizens, HS students frequently reached out and collaborated with Kenyan organizations this year. HS STEM Engineering students collaborated with the Mara Elephant Project to design staff slings for chili balls that will help prevent human-elephant wildlife conflict by safely deterring elephants from entering farmlands. The HS Design Studio Service Club partnered with Kenyan institutions on signage designs for Mt. Kenya trails. A set of plastic recycling machines was delivered to Futbol Mas Mathare workshop to continue to replicate the model of plastic recycling initiated by ISK’s Plastiki Rafiki in the HS Fabrication Lab. ISK’s Virtual Learning Environment (VLE) launched successfully after the March Break. Students and teachers adopted many new strategies to teach and learn online, both synchronously and asynchronously.
46 • ISK ANNUAL REPORT 2020
It has been an intense time of exploration and collaboration amongst teachers, students, and parents. Resources were vetted and curated, some acquired through paid subscriptions, to make the process of online learning more engaging and to make feedback easier. Our younger students and teachers learned to use new tools to continue their learning and to remain connected. Older students used the Screencastify site license to make videos that demonstrated their learning, sending them to teachers for feedback. Teachers created video lessons and also connected with their students through videoconferencing. Teachers, students, and parents collaborated on how various approaches might be improved. The ISK Design Cycle clearly guided this challenging experience for everyone. It has been a time of tremendous growth for all.
ISK continues to improve our technology infrastructure and security. This year we contracted an independent security advisor to complete both internal and external penetration testing of our network. If any problems are identified, we will be able to fix them and ensure that ISK has the highest digital security possible. As part of increasing security, we will upgrade our firewall/filtering solution to the best of the class during summer break. Through negotiations with our providers, we also increased our internet bandwidth from 320 Mbps to over 500 Mbps, keeping our secondary
line at 200 Mbps, all without any additional fees. To help ensure reliable, always-on connectivity, we acquired our own block of IP addresses to allow for the multihoming of our internet services.
Kathleen Chromicz
Technology Integration Coordinator
Douglas Irish
Director of Technology
ISK ANNUAL REPORT 2020 • 47
MOEZ JIWANI BUSINESS MANAGER
FINANCE REPORT
ISK’s strong financial position and effective financial management practices were confirmed by PriceWaterhouseCoopers (PWC) in the unqualified opinion for the school year 2018-2019 audit.
Due to the strong enrollment numbers for the 2019-2020 school year, the original board approved budget was revised during the school year and allowed for a more favorable financial situation by the end of the year. Building on that positive momentum, the board approved the budget for the 2020-2021 school year. The Board of Governors and Board of Directors provided guidance and fiduciary oversight to ensure that ISK remains on a firm financial footing. A regular review of the school’s Long-Term Financial Plan (LTFP) by the Finance Committee and Board of Directors ensures that ISK’s financial position remains sound, especially in light of the upcoming construction of the new Middle School.
Moez Jiwani
Business Manager
48 • ISK ANNUAL REPORT 2020
23%
2019-2020 OPERATIONAL BUDGET
2019-2020
5% OPERATIONAL BUDGET
Personnel Other Educational Costs Operating Overheads
72%
18%
30%
18%
2019-2020 CAPITAL BUDGET
2019-2020 CAPITAL BUDGET Computer Equipment Equipment
34%
Major Improvements Furniture
23%
30%
2020-2021 CAPITAL BUDGET
24%
2020-2021 CAPITAL BUDGET Computer Equipment Equipment Major Improvements
23%
Furniture
ISK ANNUAL REPORT 2020 • 49
PAMELA PAPPAS DIRECTOR OF COMMUNITY RELATIONS & ADVANCEMENT
ADVANCEMENT REPORT
Year in Review This year, a specific agenda for the Advancement Office was to increase our focus on customer service and relations, and independent surveys would indicate that we have successfully created a space that implicitly communicates these ideals. In this environment, we set about working towards our objective of building strong and sustainable community relationships. As can be seen in the sections that follow, we had many accomplishments. And then, the Coronavirus pandemic hit, putting ISK in uncharted waters and making us face challenges never experienced before. The sensitivities and uncertainties brought about by the pandemic put the tasks of communication and maintaining community relations to the test. Despite these circumstances and through a mix of flexibility, tact, and personal touch, the Advancement Office managed to continue working towards our objective. We take pride in being responsible for guiding the school’s communications and ensuring effective communication, both internally and externally. The ISK Story is told in many forums and in many ways from admissions to marketing, communications to fundraising.
Admissions This year’s enrollment was the largest in ISK’s history, topping 1,000 for the first time and growing 5% over the previous school year. In recognition of the achievement, the Advancement Office organized the ‘1,000 Lions from the Sky’ drone shot. The photo was widely shared with community members, along with a 1k@ISK memento made by studentled club Plastiki Rafiki. This milestone has become an integral addition to ISK’s digital timeline displayed on a screen in front of the Advancement Office. ISK’s history is a story of people, a story of thousands of students who have passed through ISK’s corridors, left their mark and gone on to achieve their goals around the world. It is a story of dedicated faculty, staff, administrators, parents, and board members who have given their time and energy to make ISK what it is today.
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Communications Communications efforts were focused on elevating student voice, one of our strategic objectives. Examples of increased student activity ISK communications are: • The student-led Lions of ISK Instagram features interviews with ISK faculty/staff that share their personal stories and how they have connected with ISK as a school community. The Lions were quick to adapt to the new realities of the Coronavirus pandemic with their COVID-19 video series. • Student Broadcast Show, Simba Wakati, has done excellent work in entertaining our community and keeping it abreast of all matters ISK. • Elements Magazine offers an outlet for High School students to express themselves creatively, gain exposure for their work, and grow in their pursuit of creativity. • The Annual Welcome Back Community Picnic gave student leaders a platform to showcase student clubs and speak about their respective community outreach initiatives. • The Inspiration Initiative video, directed and produced by ISK Alumni, tells the story of ISK’s scholarship program and community outreach through the voice of our students. • The High School National Honor Society students were enlisted in the organization of “Service Bandas” as a part of the Electric Jazz Orchestra Benefit Concert for the Inspiration Initiative in January 2020. Another notable achievement was the redesign of The Link Lite to make it more visually captivating, concise, and more user-friendly. It has since become the go-to communication platform for our community.
Community Relations Integrating social media into ISK’s communications toolbox enabled the Advancement Office to enhance community-building endeavors. The 2019-2020 school year began with the largest ever New Family Orientation in ISK’s history. Over 200 new students and their families started their ISK journey on a beautiful, sunny day in August. The new setup was well received by incoming community members and featured live music welcoming families, a comprehensive one-stop-shop for all new family essentials, student-led campus tours, and a schedule that allowed for full participation by families with children in more than one division.
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The Welcome Back Community Picnic, a cornerstone collaborative event between the Advancement Office and the PTO, welcomed over 900 Lions on the ISK campus in September. Innovations in this annual event made it a smashing success, according to the feedback received, with student-led clubs in the spotlight, a new centralized physical layout, and the first implementation of ISK’s policy banning single-use plastics. With particular respect to expanding our networks, we hosted two Open Days and a Community Liaison Officer (CLO) tea, which welcomed numerous guests interested in learning more about the ISK Story and our worldclass facilities. These events were planned and executed in collaboration with various stakeholders at ISK, with an especially important role played by our student ambassadors. The Inspired Shopping Campaign Partnership with Village Market continued to highlight ISK to the broader public; a planned relaunch was to have taken place in April 2020 but was halted due to the Coronavirus pandemic.
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Alumni & Fundraising This year we took special steps to connect via social media with our Alumni community, locally and abroad, and to reinforce the message that ISK is still a vibrant and growing institution with the same commitment to excellence that they remember. At the beginning of the first semester, we hosted an Alumni get-together in Boston with 20 alumni from the Classes of 1980 to 2019. At the end of the first semester, the Advancement Office hosted a well-attended Alumni BBQ on the ISK campus, giving our local and visiting alumni an opportunity to walk down memory lane while visiting their favorite campus at the end of Peponi Road. It was a fantastic afternoon replete with wonderful conversations and reminiscences of the past, as well as glimpses of all the phenomenal changes that have taken place at ISK over the years. In December, thanks to the power of social media and our active alumni network, we were able to set up on short notice, and on the occasion of the visit of a former teacher, an evening full of laughter and warm memories at an ISK Alumni Pop-up n’ Chill event at Village Market. With the restructuring of the Advancement Office this year, less emphasis was placed on fundraising and more emphasis on community relations. Nevertheless; for the sixth consecutive year, the Inspiration Initiative allowed community members to inspire others by supporting Student-led Community Outreach Initiatives and the ISK Scholarship Program. The Electric Jazz Orchestra Benefit Concert was one of the highlights of his year’s Inspiration Initiative, as all proceeds from the concert were donated to ISK Student-led Community Outreach Initiatives. The event welcomed 300-plus community members and raised $2,500. Overall the Inspiration Initiative raised $10,000 this school year.
Pamela Pappas
Director of Community Relations & Advancement
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Our Diverse Community
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ISK STUDENTS REST OF THE WORLD
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Enrollment for 2019-2020 reached 1058 students from over 67 nationalities - the largest student body in ISK’s 40+ year history! Diversity is a hallmark of ISK and sets us apart from other schools in Kenya. Students at ISK find a warm, welcoming atmosphere that allows them to adapt quickly into a rewarding school life.
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LUCILLE NIESSEN PTO CHAIR
PARENT TEACHER ORGANIZATION REPORT
Dear Parents, Teachers, Students, and all the Support Staff and Administrators who make up our greater ISK community, Here we are, coming to the end of one of the most dynamic and challenging academic years most of us have ever seen. We now find ourselves as a school community reaching out to each other in new ways. But, before we acknowledge today’s ever-changing COVID-19 world, please walk through a few of this year’s community building memories with us, your PTO team.
Our Welcome Back Community Picnic, hosted together with the Advancement Office, was well attended by both new and returning families. We were happy to see the newly added “Parents’ Tent” enjoyed late into the day by many. We saw the younger ones build Legos together and tweens reading in the shade, while older kids ran around, and our band members played for us all. We were even happier to see new friendships formed between parents. We know how important it is to feel welcome, whether new or returning. We hope that was exactly how you felt when you left that day, well welcomed. Then we got into the very busy start of this academic year. Your divisional school PTO reps and their teams lost no time in launching an ambitious year of activities, working with their respective principals and their teams. Teas, potluck dinners, lunches, movie nights, costume parades, sundowners, dawas and desserts, and IC trip informative discussions were all organized and hosted, thanks to their hard work, creativity and commitment to offering events which help you feel more a part of our life together at ISK. Many of you attended the events. Many of you helped our PTO leaders organize the events. Thank you all! Simba Spirit saw its first year on campus, thanks to an enthusiastic, hardworking group of sports supporting parents. Parental game attendance, both on and off campus, reached new levels. Our ISSEA events were celebrated in big form, hopefully helping our athletes feel
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well supported. Our visiting athletes were also celebrated by snack-bearing parents at too many games to count. When our teams left campus for games, they often did so with cheers and high fives from parents, teachers, and other students as they boarded the bus. Thank you, Simba Spirit team, for giving new strength to our phrase “Go Lions!” Our annual Friends of the Arts (FOTA) Art Show welcomed new leaders, while many of the founding leaders worked alongside them to ensure the event was as fun and visually gorgeous as ever. By attending the opening night and purchasing pieces from our featured artists, you as a school community became a part of this greater artist community as well. Our FOTA team works throughout the year in many ways, staying connected with the artists and planning for the next school year’s event. We at FOTA thank you for helping ISK support the arts in Kenya and welcome you to join the organizing team! Our school’s onsite PTO Duka (gift store) is so much more than a store. Again, organized and run by parent volunteers, our Duka is a life-changing opportunity to become part of PTO’s largest community outreach program. “Selling for a better future for Kenyan communities by working in partnership to empower them.” Over 40 vendors are represented within our Duka community. Thank you, Duka team, for sharing your talents with our vendors, and for helping ISK become more relevant in our host community. Duka is a great team to join, and all parents are welcome.
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Our holiday bazaar is another big annual PTO event organized by your Elementary School PTO reps. Once again, the day turned into a fun holiday open market for our school community to enjoy, full of great local gifts at affordable prices. This event directly supports the local craft vendors of our host community. Thank you, ES PTO reps, for making the day run so smoothly, even with the many moving parts behind the scenes. International Day. Wow! International Day- a fantastic collaboration between our Advancement Office, our Teachers, Principals, and PTO. Without all of our teams working together, this day would not have taken place. This is the day we most celebrate who we are as a school with all of our beautiful diversity. As the biggest fundraising event for the PTO, the funds you help us raise by sponsoring Taste of Nations as parent volunteers is invaluable. We can’t do it without you. This year, you once again did so much. You decorated, dressed up, cooked, served, and were valued ambassadors of the countries you represented under the tents. Thank you so much for making this day as meaningful as it was. PTO welcomed new families with bus tours of Nairobi. We also welcomed the spouses of our prospective Directors. We have held too many meetings to count. We have joined meetings on and off campus, making sure that the PTO stays a part of the school’s very dynamic BoD and administrative plans. We have worked more closely than ever with
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our school’s leaders and have achieved more this year because of that inclusive approach from all sides. Thank you to all of our Principals, Advancement Office, Board of Directors, Director, Operations Crew, and Support Staff for encouraging the PTO and helping us build a stronger relationship between our groups. A heartfelt thank you to my executive committee members who have amazed me all year long. Each of you is so talented, keeping good intentions as your compass, as you gave much of yourselves and your time. It’s been an honor to work with you this year.
Now, we are in very different global times as the school year comes to a close and as we navigate the current pandemic. The campus is closed, our end of the school year PTO-sponsored events are on hold, and we are reaching out to each other in new and important ways. Connection, empathy, and adaptability are important now more than ever. If there was ever a time to practice random acts of kindness, it is now. If there was ever a time to learn to listen well, it is now. May we all choose our words and actions, well remembering the school community so many have built together. It will take all of our unique and valuable resources to come out stronger once the curfews lift. The curfews will lift, and this will pass, but we will not be the same. We are not meant to stay the same; we are meant to be greater. We look forward to seeing you all back on campus when that’s possible. We look forward to our continued efforts as we move toward a “greater” future together. Stay well, and know your PTO cares. Kind regards,
Lucille Niessen PTO Chair
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ALINA BIDJELOVA FOTA CHAIR
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FRIENDS OF THE ARTS (FOTA) REPORT
FOTA MISSION STATEMENT
FOTA’s mission is to provide a link between the arts and the ISK community, and to promote art and artists from Kenya and East African countries through the annual Art Show. FOTA’s aim is to give Kenyan artists exposure to an audience of enthusiastic supporters and buyers, as well as giving the wider ISK community the opportunity to see Kenyan art at its best.
YEAR SUMMARY
I was delighted to lead FOTA as the Chair this year (with no Co- Chair for the first time), supported by a great group of volunteers from last year’s FOTA team, as well as Mariann Szalkai who was the treasurer. The previous annual report forecasted one Art Show and one bus-tour, however we only had the Art Show. Over 400 ISK students visited the show, and more than 300 visitors attended the opening night. The success of the 2019 Art Show was published in local newspapers and online platforms by Margaretta wa Gacheru, a Kenyan writer and art critic. You can read one of her articles here: http://kenyanartsreview.blogspot.com/2019/11/fota-showfavorite-of-kenyan-artists.html. The article reveals that the ISK annual Art Show is one of the most shows of artists in Kenya.
2020-2021 FORECAST
In the coming year, we will have the FOTA o-chair and treasurer positions available for volunteers to fill. We also plan to have one Art Show that will take place in November 2020 (date TBD).
Alina Bidjelova
FOTA Chair
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Accredited fully by the Middle States Association of Schools in the United States and the Council of International Schools in Europe.
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