ISK Annual Report 2018-2019 by ISK Lions

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 995 students from more than 65 countries. Graduates earn an ISK North American accredited diploma, and many students also choose to pursue a second qualification through the International Baccalaureate (IB) diploma program. These qualifications enable 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.

Disclaimer: The information contained in this publication was correct as of August 2019. © 2019 International School of Kenya This publication is copyright protected. Except as permitted by the Copyright Act no part of it may in any form or by any electronic, mechanical, photocopying, recording or any other means be reproduced, stored in a retrieval system or be broadcast or transmitted without the prior permission of the publisher. Graphic design and electronic publishing Mario Zamfir, SchoolBrand LLC www.schoolbrand.com

CONTENTS Message from the Director

Message from the Chair of the Board of Directors

Elementary School

Middle School

High School

Teaching & Learning Center

Award Recipients

Athletics

Creative Arts

Service Learning

Information Technology

Financial Report

Admissions & Advancement

PTO

DIRECTOR’S REPORT The 2018-19 school year started with the dedication of our new covered court facility, the Lions’ Den. This facility immediately enhanced our ability to offer a quality sports program in addition to increasing our capacity to host major events. This opening was an excellent way to experience ISK’s sense of community and what this school means to so many people. In parallel to the opening of the Lions’ Den, there was no wane in the school’s energy on learning as teachers and students set about creating innovative opportunities for student growth to start the year. Middle School and High School students were engaged in exciting beginning of the year activities as they prepared for the experiences that our intercultural trip program offers. Trip focuses ranged from deepening students’ understanding of the symbiotic relationship between humans and animals to figuring out ways to better track and distribute tree seed pods in northern Kenya. These early experiences were also wonderful ways for our secondary students to build new friendships.

Annual Report 2018-2019

Elementary students built their new relationships right on campus in their homerooms as they established regular routines of collaboration and daily interaction. They also participated in their intercultural trips, albeit later in the year. This year highlighted again that experiential learning is integrated into ISK’s academic learning experience. The connection between experiential learning and our educational program can be underscored through studentinitiated clubs and collaborative, innovative projects such as ISK’s partnership with Seedballs Kenya. With this project, students worked on seed distribution using a camel’s gait in combination with GPS tracking. Now, these same students are experimenting making their own seed balls and testing how well they germinate. Elementary school students created their own ‘Shamba’ on campus, learning how to take care of their plants, what grew best where, and then figuring out how to take advantage of the weather seasons in Kenya. Initiatives such as these have strengthened my belief in the benefits of experiential learning, as it does my appreciation for the country we live in. Through these opportunities, teachers are able to increase their understanding of each student, which in turn helps them personalize learning in the classroom.

In an effort to deepen our understanding of ‘who we are’ and strengthen our community, ISK took on the multi-faceted, emotionally charged concepts of diversity, equity and inclusion school wide with a parent, faculty, board and student Diversity Working Group. Using an appreciative inquiry approach, the group took a deep dive into four areas of focus; Global Citizenship and Curriculum (ensuring an evolving curriculum that deepens our understandings of cultures around the world while dispelling some of the myths associated with them), Expanding Cultural Proficiency/Sensitivity (continuing to build community through professional learning opportunities that expand our cultural proficiency), Diverse Community (reflecting on how best to support our diverse student body), and Diverse Staffing (continuing to seek opportunities to diversify staff while maintaining our standards for exceptional educators who embrace our mission, vision and educational aims). At the same time, the Diversity Working Group collaborated with ISK’s Leadership Team to implement innovative approaches for ISK. An example of how the community embraced this work was the formation of a Middle School Student Climate Committee. Students in this club initiated, developed and carried out student identity workshops for their fellow students during ISK’s ‘Proud to Be Me’ themed International Day celebration. MS students, with guidance from their advisors, delivered a series of workshops on race, gender, and sexual orientation. The positive effects of these

workshops were overwhelming and included strong parental support. ISK modeled as an organization its willingness to take risks to support its diverse community better. Importantly, this year ISK prepared for the Council of International Schools/Middle States Association re-Accreditation Evaluation Visit in May by completing the in-depth Self-Study Report. ISK took a reflective look at all aspects of its program from its guiding statements to staffing to facilities to its written and taught curriculum. The team visit was successful as the CIS/MSA visiting team was impressed with many aspects of our school. Around this time our Capstone program in Grade 5 culminated in discussions and presentations on environmental issues while the Grade 8 Capstone allowed students to explore their passions from human rights to innovative solutions to Nairobi traffic congestion. Both of these significant educational events tie together ISK’s Educational Aims with our academic standards and are now embedded in ISK’s learning culture. Again, learning at ISK is interconnected where students can initiate, participate in, and reflect upon learning in pursuit of a better world. ISK also continues to lead in the areas of the arts, athletics, and academic activities. No one will forget our fantastic joint Middle and High School musical production, Beauty and the Beast. Through ISSEA, the International Schools of South and East Africa regional activities association, ISK teams competed well, solidifying their reputation for sportsmanship while placing

www.isk.ac.ke

near the top in all team competitions including Basketball, Volleyball, Golf, Rugby, and Tennis plus STEM Robotics. ISK also hosted a successful ISSEA Football event that started with athletes parading through the grounds to music by the talented MS Band cheered on by enthusiastic elementary students. The campus was alive with positive energy the whole weekend. We continue to contribute locally to the KAIS (Kenyan Association of International Schools), leading the way in the areas of child protection and security planning.

a teaching kitchen in addition to six High School science labs.

With a break on major construction this year, we will begin construction of a new 14,500 square meters Middle School building and High School science lab facilities this summer. These facilities will enhance our ability to offer a quality Middle School program to include intensive needs as well as catering to highly capable learners. An essential aspect of this construction project is the design of the structure in such a way that 100% of ISK’s old growth trees are preserved along with a strong campus connection to the outdoor environment. The facilities also include a black box theater, a multi-purpose room, and

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 achievement 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.

Annual Report 2018-2019

Participating in events like International Day, the PTO’s Night of Inspiration, and the School Board’s Generative Thinking Session, I continue to be impressed at how engaged and committed our PTO and the School Board are to the school. At the same time, there is one thing I have heard about throughout the year; the quality of our teachers and our staff is what makes ISK the school of choice in Kenya and beyond.

David G. Henry Director

www.isk.ac.ke

CHAIR OF THE BOARD OF DIRECTORS REPORT The Board was pleased to welcome new members onto the Board of Directors and to attend the grand opening of the Lions’ Den covered courts. These events augured well for the coming school year. In August we held the governance retreat with the Board of Governors and Administration team, during which we discussed ISK’s governance structure. Teresa Arpin, who specializes in leadership development and strategic planning, facilitated the two-day retreat. Community representatives provided valuable input as we revised the Strategic Plan. In September four Board members attended the Governance as Leadership conference, a valuable forum for Board members to discuss governance concepts with regional peers. In January, the two Boards engaged in a Generative Thinking session in which we explored ideas and thoughts about the expanding student population impact on ISK. Board members contributed to the preparation of the school’s Accreditation Self Study Report.

Annual Report 2018-2019

While it was gratifying to confirm ISK is already meeting the Evaluation criteria for each standard in the area of governance, it was also beneficial to identify where the school can further strengthen what is acknowledged to be a strong governance structure. The Facilities committee finalized the Middle School construction project budget, Long Term Financial Plan and the Facilities Master Plan as recommended by the Facilities and Finance Committees. The Governance Committee drafted and finalized a Rolling Policy Revision Plan that will ensure the ISK Policy Manual is regularly reviewed, updated and aligned as needed. The Finance Committee, with input from the Compensation Committee, prepared and passed next year’s annual budget; the fee increase was held to 4%. Thanks to Committee Chairs Nadeem Nordin, Ann Marie Awori, Betsy Clinton and Frost Josiah and committee members for their hard work. Monthly Board meetings continue to provide valuable community engagement. We were pleased to hear from students who presented on the ISK scholarship and experiential learning programs. David Henry, Rob Blanchard, and Andrew Gregor provided an update on planning for the Middle School construction and

BOARD MISSION STATEMENT:

The Board will foster an environment where the ISK Mission, Vision & Aims are fully realised. displacement. My sincere thanks to David for his tremendous efforts charting the course through the accreditation process, Middle School construction, policy review, and strong support in the governance retreats. We have had a successful year, and that success is due in large part to David. Special thanks to: Moez Jiwani and his team for their assistance with the budget; to Alexa Schmid for her assistance to the Facilities Committee, and to Jodi Lake and Jarrod Dale for their presentations on the Learning Board. Special thanks to Emma

Wanjui for her assistance with the board and committee documents. Her unflagging support is invaluable to the Board. Finally, this will be my last year as an ISK parent and member of the Board. Being a member of the ISK community has been a great experience for my family. The Board work has been both challenging and gratifying. My family and I will miss ISK and its wonderful community. Mimi Steward Chair, ISK Board of Directors

www.isk.ac.ke

ELEMENTARY SCHOOL REPORT What an incredible year it has been for the elementary school at ISK. After my first year of meeting many new students, parents and ISK community members, it is truly a delight to say I am part of a safe, caring environment with strong values. Our students developed a strong voice in more ways than one. Whether it was taking risks with meeting new friends or learning to swim, creating solutions to problems that our world is facing, or collaborating on a grade level project, ISK students exhibited the skills necessary for future success. The great psychiatrist of the 1940s and â€™50s, Abraham Maslow, taught us that after the basic needs of food, water, and shelter, people have a need to feel safe and have a sense of belonging to perform optimally. With this in mind, our elementary school put an emphasis on establishing environments where students

Annual Report 2018-2019

had a choice in co-creating the learning spaces, rules, and routines. This ownership nurtured the need to feel safe and part of a community. Our teachers, along with our counselors, facilitated classroom meetings to consistently address how the community was doing, how students were feeling and ways to work through problems to restore the safe sense of belonging. We see this as foundational for all of our students and will continue to purposefully address this area. With our students feeling this sense of belonging, their minds were open to developing our ISK Educational AIMS centered around creating, learning, acting, solving and communicating. Teachers worked in student learning data teams to establish a goal focused on an AIM, including ways that they would teach and assess this skill. As you can imagine, we collected evidence of risk-taking, collaboration, growth mindset, and countless others. Students began using the language of the AIMS, and our units of inquiry included connected, engaging activities. One example of this in action was our transition to student-led assemblies. Our Pride Helper students met with me before each assembly to co-develop the agenda, suggest motivating activities and ideas, and communicated with each activity leader to ensure organization.

www.isk.ac.ke

Technology played a vital role in engaging our students in innovative experiences. Teachers co-planned lessons and units with Mr. Lea to integrate core content areas, the AIMS, and multiple technology tools and devices. Each grade level had a signature unit that asked them to apply such skills as coding, robotics, story making, and many other consequential experiences. We are moving from an ES computer lab to a makerspace with various technology tools and devices. This is a purposeful decision that will have a direct impact on our ability to allow students to experience the pathways of integrated, experiential and personalized learning. We were excited to host our second ES Maker Day in April. This interactive day placed students in the teaching role with parents as they modeled how to code with Makey Makey devices, programmed robots to make it to a particular area, and explored Lego pieces. The turn out was once again outstanding, and the feedback from families indicated that all had a good time. Our team of librarians coordinated a year to remember with multiple guest speakers. Steve Swinburne, the author of many nonfiction childrenâ€™s books, visited in November and captivated the students. He held interactive writing workshops to help students develop some of their writing. Then in February, we welcomed Kenyan/Scottish storyteller Mara Menzies to ignite our literacy community. And boy did she do that and then some! She had every student participating and contributing to a student-created story. Students laughed, gasped and sat at the edge of their seats as the story took twists and turns. A hallmark of the upper elementary at ISK, Intercultural Trips were once again pivotal in fostering inquiry in our students across authentic learning topics, as well as establishing our service learning opportunities. Grades 3-5 took multi-day trips that tied to our curriculum and provided opportunities for students to make an impact outside of our school walls. I was lucky enough to accompany the grade 3 trip and witness first hand the amazing relationship we have with the Maasai Village School. This project will continue for years to come, as we work to raise funds to build a fence around the school to keep wildlife such as elephants away from small children. Grade 5 went above and beyond with their exhibition of learning through the Capstone

Annual Report 2018-2019

project. A collaboration with technology and library skills, students engaged in authentic learning focused on the human impact on our environment. In what has become the signature project of the ES, students combined passions with content to develop an awareness in our students towards real-life problems that we must take action on immediately. Parents continually shared that their child had never been so engaged in their own learning, which again aligns with our mission and vision. ISK continues to live its inclusion journey as we prepare to launch our LCE (Life Centered Education) program. This program will serve students with moderate to severe learning needs in both a self-contained and least-restrictive environment. Students will be the benefactors of an environment that includes all students and challenges. The ES staff and faculty have had many professional development opportunities this year, such as effective teaching strategies for ELL (English Language Learners) students, Co-Teaching with Marilyn Friend, The Pan African Autism Conference, and ongoing conversations about literacy interventions. Two parent workshops were offered on Saturdays that supported mental health, Executive Functioning and Advocating for your child with special needs. The Sensory Integration Room also offered Saturday classes for students who wanted additional SI support. We are fortunate to have such a robust cocurricular after school program. Students have the opportunity to choose from and explore over 70 different activities falling outside the regular classroom such as sports, arts and crafts and cultural experiences taught by ISK teachers and professionals from the wider community. These activities are designed to offer students the opportunity to try something new starting at an introductory level. As this program runs quarterly, students can actually experience up to 16 unique activities throughout the school year if they choose to. What a pleasure it has been to serve the ES and broader ISK community. I am thankful for the way students and parents welcomed our family and helped us transition. This continued with offers to join many events inside and outside ISK. It is the great people of ISK, from the support staff and faculty to students and parents that provide a lasting, memorable experience. Matthew Woodward Elementary School Principal

www.isk.ac.ke

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.

Annual Report 2018-2019

MS BUILDING DESIGN Our Middle School Building Design Committee continued our work for a second year. With the concept designs firmly in place, our work this year was to refine the detail designs for the various learning spaces. The architect worked with the Committee, as well as meeting with many stakeholder groups to gather input and feedback to develop the detail designs. We are pleased with the results and excited to break ground in June! SCHEDULE AND ELECTIVES This year we implemented a new schedule, which includes 80-minute block periods and rotates the classes and days. The feedback on these changes has been very positive, as it allows students to learn in each class at different times of the day, and it does not mean classes are missed when we have a long weekend or holiday. There was some concern shared by students that the 80-minute blocks feel long, and so teachers have been using our meeting time to share ideas about how we mix up the activities in a lesson and provide â€˜brain breaks.â€™ We also implemented a newly envisioned electives program with great success. We have a wide variety on offer, including sewing and design, triathlons, design tech, photojournalism, young authors and more. Feedback from students has been extremely positive.

SHARING OUR PRACTICES At ISK, we have a strong belief around teachers sharing our practice so that we can create a productive environment to support expanding our practices in the classroom. We use our meetings and professional learning time together to look at student work together, and engage in protocols and conversations to calibrate and moderate student work. This has helped us in being more consistent and aligned with our new 4-point proficiency/grading scale. We have also had some great opportunities for vertical professional learning with a Teachers 2 Teachers technology learning session and another session around supporting students with different learning needs. ROUND SQUARE ALIGNMENT & STUDENT LEADERSHIP ISK is a Round Square school, and through participation in CASL, all Middle School students are a part of Round Square. Our Middle School believes and promotes that ALL students can be leaders, and encourages all students to find a way to get involved, use their student voice, and find something they are interested in to expand and grow their leadership. As a Round Square school, we provide opportunities for leadership and engagement through the six ideals: Internationalism, Democracy, Adventure, Service, Environment and Leadership. Some of

these opportunities include: Leadership Round Table lunches, where a representative from each advisory meets with Ms. Schmid each month to provide input and feedback about life in the Middle School; Leadership Seminars twice a year to provide professional development for all students looking to upskill as leaders; being a part of the Peace Day or Earth Day committees; MS Climate Committee, which helped to plan our student-led workshops on International Day and monitor the overall sense of belonging and acceptance in the Middle School; Social Planning Committee to plan the fun activities for the quarterly student socials; and Student Ambassadors, who help lead tours for prospective families, welcome new students to ISK and provide service to our ISK community. DIVERSITY, EQUITY & INCLUSION (DEI) WORK This year, Pamela Pappas and I co-led a Diversity Working Group, made up of students, parents, teachers, administrators, and board members to learn, reflect, explore and propose how ISK can deepen and strengthen our practices related to diversity. As a committed group, we used the 4 Dâ€™s of the Appreciative Inquiry Approach to explore diversity at ISK. We Discovered ISKâ€™s strengths and areas where we can improve, Dreamed about the possibilities and ways that ISK can

www.isk.ac.ke

grow as a community, Designed options to make the dreams tangible, and Delivered an action plan in collaboration with the leadership team. Through focused discussions, expert panels, global research, and breakout sessions, the DWG explored the following key areas: • DIVERSE COMMUNITY: Reflect on how best to support our diverse student body and implement appropriate actions. • DIVERSE STAFFING: Continue to seek opportunities to diversify staff while maintaining our standards for exceptional educators who embrace our mission, vision, and educational aims.

To prepare for the day, earlier in the week students participated in an activity to reflect on the various aspects of their own identity and then engaged in exercises around stereotypes and acceptance. On Proud to Be Me Day, students throughout the middle school participated in meaningful activities and conversations around four specific aspects of identity: race, gender, neuro-diversity and LGBTQ. Central themes were around increasing awareness and acceptance, as well as expanding a sense of belonging and community.

• GLOBAL CITIZENSHIP & CURRICULUM: Ensure an evolving curriculum that deepens our understandings of cultures around the world while dispelling some of the myths associated with them. • EXPAND CULTURAL PROFICIENCY / SENSITIVITY: Continue to build community through professional learning opportunities that expand our cultural proficiency. As ISK continues to grow towards meaningful DEI work, the DWG will continue as an internal committee to ensure that the work is embedded in ISK’s culture. PROUD TO BE ME DAY In line with the work of the Diversity Working Group, this year in the Middle School we expanded our celebration of diversity and identity beyond the International Day parade of our nationalities. Two 8th grade students proposed that we expand our celebration on International Day to also honor the other aspects of our identity through student-planned and -led workshops. We ended up having a total of 13 students and 13 teachers to prepare four different workshops for our entire Middle School. The purpose of the day was: • To raise awareness about different aspects of identity and how it contributes to our community’s diversity • To nurture an open mind and heart to expand our inclusive community • To increase awareness, acceptance, and a sense of belonging • Increase sensitivity about the impact of our actions and words

Annual Report 2018-2019

PEACE DAY, EARTH DAY, JAMHURI DAY, #MYFREEDOMDAY, INTERNATIONAL WOMEN’S 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, advocating and using their student voice for #MyFreedomDay in March, celebrating International Women’s Day through inspiring workshops led by community members in March, and expressing their care and concern for the environment when celebrating Earth Day and participating in the Plastic Protest in April. Alexa Schmid Middle School Principal

www.isk.ac.ke

HIGH SCHOOL REPORT The High School enjoyed an exciting year in 2018-19, with students seizing the many learning opportunities available while raising their voices and taking action around important social and environmental issues. Among our 67 graduating seniors representing 28 nationalities: • five studied at ISK for ten consecutive years or more • three joined ISK for the one year of grade 12 • one was a 4-year recipient of our prestigious ISK high school scholarship • one earned the AISA Award for Excellence in Africa • 38 completed the full International Baccalaureate (IB) as Diploma Program candidates • 67 completed at least one IB course • 32 earned a place on the first-semester honor roll, and • 12 were members of the National Honor Society

Annual Report 2018-2019

Similar to the Class of 2018 with over 81% of the class reporting that they earned a place in one of their top choice universities, the Class of 2019 acceptances featured an impressive list of universities with our 67 graduates earning 239 university acceptance offers as of April. ISK students continue to perform well on IB examinations, with 92% of seniors who attempted the full IB Diploma in 2018 earning it. CELEBRATING CO-CURRICULAR PROGRAMS AND COMMUNITY ISK hosted the ISSEA Football Championship this year, involving about 200 athletes and coaches from seven countries in Africa. In addition to our ISK Lions performing well, there was excellent school spirit among the many students, faculty, staff, and parents. Our two-time defending champion girls team were runners-up, and our boys won the 3rd place game. Other events this year included our Artsco students hosting an evening of classical music, in collaboration with the school’s annual Inspiration Initiative, as a benefit for the Ghetto Classics Orchestra. The ASB led our Movember initiative to raise awareness across campus around men’s health issues and cancer. Students also enjoyed exciting trips. For example, students

traveled to London for an inspiring Theatre Learning experience and to Canada to attend a RoundSquare international conference. Our ISSEA Volleyball and Track & Field/Cross Country teams competed in Ethiopia and Mozambique (Boys Cross Country becoming champions), Band and Choir engaged in a festival in Zimbabwe, and STEM designed solutions in areas such as robotics in Tanzania.

STUDENT VOICE, ACTION AND LEADERSHIP The ASB continues to lead assemblies, using these gatherings as a way to empower student leadership, support clubs, promote ISK and Round Square ideals, and give students an avenue for voicing matters. A student-led assembly complemented International Day on the theme of internationalism and diversity. Students led assemblies and activities to support CNN’s #MyFreedomDay and celebrate International Women’s Day; speaking out and taking action around important matters such as modern-day slavery and gender equality is an important part of high school life. This year the High School moved to a more student-led model for parent-student-teacher conferencing, intended to empower students by putting them in the middle of the conversation about learning and building meaningful exchange based on student reflection. SUPPORTING STUDENT EMOTIONAL WELL-BEING AND GROWTH One of our main priorities this year was a revised Grade 9-12 Advisory Program. The program was refined and further developed as we communicated and received feedback from faculty, parents and students. In addition to educating students, we arranged special parent sessions. An outside consultant presented to a large group of parents about mental health among 14-24-year-olds, sharing data about a changing mental health risk for today’s

adolescents and talking about some of the factors that appear to be driving the change. He identified sleep deprivation, excessive use of technology, and extreme environmental/ academic stress as three items for parents to monitor closely. There was a special session for parents on the topic of Drug and Alcohol Awareness/Prevention led by a panel of local experts and therapists. EXPANDING COURSE OPTIONS This year ISK students enjoyed a wide array of course options (IB and regular), with new course additions focusing on languages and arts: IB Spanish A Language & Literature (SL); IB French ab initio (SL); Art 3-D Fabrication; Ceramics Studio. In line with the school’s efforts to promote student choice and passion while supporting inclusion as well as IB program changes new courses for 19-20 include A History of the World in 25 Questions, Drama: Theatre Playscripts & Directing, Math 2 Applications, IB Global Politics (HL/SL), IB Mathematics Analysis (HL/SL) and Applications (HL/SL). Over 150 courses will be offered in 2019-20.

This year we also completed the third year of the Work Experience Program involving all Grade 10 students. In an effort to provide experiential learning beyond the four walls of the classroom, this program focuses on developing lifelong skills, ownership of learning, real-world problemsolving, and practical hands-on knowledge transferable to the classroom and beyond. We started a High School private Instagram account! Parents, students, and teachers were able to follow us at isk_highschool. Finally, it was also fun to host this year’s Tamasha in the new ISK Lions’ Den, an excellent venue for this special grade 9-12 social event. Thank you to our faculty, staff, parents, and students at ISK. I am proud to be part of such an enriching, engaged and thoughtful learning community. I am particularly proud of our graduating Class of 2019 and wish them all the very best in their lives after high school and as ISK alumni. Robert Blanchard High School Principal

www.isk.ac.ke

Annual Report 2018-2019

CLASS OF 2019

CEREMONY PARTICIPANTS

Ali Akberali Rachel Anne Barry Nave Ben-Ari Mass Asmaa Bongso Nidhi Buty Tianyue Cao Sahiba Singh Chadha Myongeun Chung Aden J Corder Josiah J Daniel Khushi Dave Dhruv Deepak Serena Samir Dodhia Jalal Ehsani Stella Elm Alicja Rachel Fitzpatrick Charbel Fabien Gangnon Emma Quinn Gregor Khushi A Gupta Xander A Hamilton Ismail Hassouna Gaveesha Hettiarachchi Phoebe Jane Hughes

Kato Oloo Josiah Caleb Akpaka Kalu Moses Orieny Karlsson Dov C Kaufman Ammar Ali Khamis Agina Biko Kinyany Lei Koopmans Nanna Sofie Larsen Simone Karyn Laws Tibaud Le Maout Alana Milagros Liriano Derrick Mafara Rushan J Manek Maximillian Matsaert Charlie Joseph McIntosh Yusuf Adnaan Mehmood Maria Messana Colville Julie Mei Messing Celine Nicole Monestel Tawonga Joy Musuku Tara Michelle Nally Vanessa Nyambura Ndirangu Wanjiku Makena Ndirangu

Alvin Kaniu Nganga Maya W Nyachae Kareena N Padamshi Giorgio Matteo M. Petrangeli Jaasi Phelps-Nyakairu Alejandra Sofia Ramirez Hernรกn Antonio Rilla Vignale Hiyabel Samuel Kinnar M Shah Hanna Shrader Shreya Srivatsa Mimi Makena Steel Ashley Strauss Gabriel Senai Terrefe Santiago Oscar Nicolas Thorup Nui Francis Trevett-Gantivar Justin Oziri Steward Ubamadu Sravya Vankadara Keean Ashif Walji Serena Werner Fernanda Chaves Widdowson

www.isk.ac.ke

INTERNATIONAL BACCALAUREATE EXAMINATION RESULTS

This past year, ISK expanded the number of IB courses with the addition of Global Politics. The IB online Pamoja program also provides additional course choices for some of our students. In 2015, 26% of our IB teachers were IB examiners, and presently 65% of our IB teachers are IB examiners. This year ISK registered eighty-three candidates for IB exams. Diploma Programme

Diploma Programme

Full Diploma Programme candidates

38 (57%)

64 (70%)

Diploma Programme certificate candidates

29 (43%)

27 (30%)

IB DIPLOMA PROGRAMME CANDIDATES

MAY 2019 IB EXAMINATION RESULTS: Thirty-eight seniors were enrolled for the IB diploma, representing 57% (38/67) of the 2019 graduating class. The average IB diploma pass rate for May 2019 was 97% and the mean over the past five years is 96% compared to a world average of approximately 79%.

IB DIPLOMA SCHOOL STATISTICS: Percentage of candidates who earned the IB diploma

(international average is 30)

Average points earned by IB diploma candidates

Annual Report 2018-2019

Year 2 (2019)

Year 1 (2020)

The average diploma score was 33 (international average is 30). The highest diploma point awarded to a candidate was 42 (out of a possible maximum of 45). Forty-five additional juniors and seniors completed IB courses either for certificates or in anticipation of their 2020 diplomas.

57%

Percentage of seniors who attempted the IB diploma

Average course grade obtained by IB diploma candidates

97% 42

(maximum is 45)

Highest points earned by IB diploma candidates

5.22

2019 UNIVERSITY ACCEPTANCES UNITED KINGDOM Bangor University Brighton and Sussex Medical School Bristol University Brunel University London City University of London Coventry University Durham University Keele University Kings College London Kingston University London Lancaster University London School of Economics and Political Science London South Bank University Loughborough University Manchester Metropolitan University Newcastle University Northumbria University Queen Mary University of London Richmond The American International University in London The University of Edinburgh University College London University of Aberdeen University of Bath University of Bedfordshire University of Birmingham University of Brighton University of Bristol University of East London University of Exeter University of Glasgow University of Greenwich University of Hull University of Kent University of Nottingham University of Plymouth University of Portsmouth University of Southampton University of St Andrews University of Stirling University of the West of England Bristol University of Warwick University of Westminster University of York

UNITED STATES OF AMERICA American University Arizona State University Barry University Bates College Baylor University Belmont University Bentley University Bethel College Boston University Bucknell University Case Western Reserve University

Clark Atlanta University College of Saint Benedict College of Saint Scholastica Drexel University Emerson College Florida Atlantic University Florida International University Florida State University George Washington University Gonzaga University Goucher College Hult International Business School Lafayette College Lawrence University Lehigh University Lesley University Lewis and Clark College Loyola University Chicago Lynn University Maryland Institute College of Arts Massachusetts College of Art and Design McKendree University Morehouse College New York University Northeastern University Oberlin College Ohio State University Purdue University Quinnipiac University Rensselaer Polytechnic Institute Ringling College of Art and Design Rollins College Santa Clara University School of the Art Institute of Chicago School of Visual Arts Simmons University St. Lawrence University St. Mary’s College of CA St. Olaf College Syracuse University The King’s College The University of Arizona The University of Tampa The University of Texas at Dallas Trinity University University of Bridgeport University of California, Los Angeles University of California, Merced University of California, Riverside University of California, San Diego University of California, Santa Barbara University of California, Santa Cruz University of Central Florida University of Colorado Boulder University of Delaware University of Detroit Mercy University of Hawaii-Manoa University of La Verne University of Massachusetts, Amherst

University of Massachusetts, Boston University of Miami University of Minnesota, Duluth University of Minnesota, Twin Cities University of Montana University of New Hampshire University of North Carolina at Chapel Hill University of North Florida University of Notre Dame University of Oregon University of Puget Sound University of Rochester University of San Fransisco University of South Florida University of Vermont University of Washington University of West Florida University of Wisconsin-Madison Western Washington University Wheaton College Massachusetts Whitman College Worcester Polytechnic Inistitute

CANADA Concordia University Emily Carr University of Art and Design Lakehead University McMaster University Queen’s University Ryerson University Simon Fraser University The University of British Columbia Trent University University of Alberta University of Calgary University of Guelph University of New Brunswick University of Ottawa University of Toronto Waterloo University Western University Wilfrid Laurier University York University EUROPE 3is:International Institute for Image and Sound Gothenburg University John Cabot University The Hague University of Applied Sciences University College Groningen OTHER The Hong Kong University of Science and Technology Macquarie University University of Technology Sydney Western Sydney University

www.isk.ac.ke

TEACHING & LEARNING CENTER REPORT ISK’s Teaching and Learning Center (fondly known as the TLC) is always abuzz with teachers, parents, and students. The TLC is home to the Director of Teaching and Learning (Jodi Lake), the Student Support Services Coordinator (Heidi Laws), and the Technology Integration Coordinator (Kathleen Chromicz).

• Continuing with the work we have done over the past two years with a greater focus on intercultural learning, we have expanded this definition of ‘who we are.’

The goal of the TLC is to provide training and resources (from people to print to creative ideas) for teachers and parents as well as students. Highlights in the TLC this year include: • ISK’s Learning Definitions - For the past five years we have built our educational program on our definition of learning: Learning is a personal and social experience; it is the ongoing development and demonstration of what we understand, what we can do and who we are.

Annual Report 2018-2019

• Accreditation - Completion of the self-study report and a successful team visit have been a focus this year as we reflect on the current strengths of ISK as well as opportunities for growth. While there were many areas of strength, of particular note is the commitment of all stakeholders to the ISK Mission, Vision, and Educational Aims. In addition, our financial

documents and structures are being used as a model for other international schools. Opportunities for growth included continued commitment to our curriculum development as well as supporting students’ diverse learning needs. ISK continues to be focused on learning and well-being as we regularly review our systems and programs. • The Student Support Services program continues to grow in its support of diverse learners. We welcomed Heidi Laws as the new SSS Coordinator. Plans for the new LCE class (Life-Centered Education) were completed, and we are excitedly looking forward to August 2019 when the first LCE class will open in the Elementary School. Building capacity in teachers to best personalize the learning for all students has remained a focus for teaching faculty this year. In the ES, SSS teachers have focused more intentionally on literacy and the data that supports teachers developing intentional programs for students. In partnership with parents, teachers, and counselors, several Saturday sessions were offered for parents as ISK continues its commitment to the home-school partnership. A strong SSS staff and program design have become a cornerstone and a tribute to ISK’s belief that all children can and will learn. • Technology integration has continued to grow in all divisions. Teachers work in partnership with the tech integration teams to support

learning in the classrooms and are expanding in all divisions. The co-curricular options have grown this year, and student participation has significantly increased. Leaders of some of these activities are collecting data on how the Educational Aims are being achieved. In addition, the collaboration between ISK and Children’s Garden Home continued and, once again, the combined teams competed in the East Africa-wide Lego League as part of ISK’s commitment to community partnerships. The team received special recognition for the model created to bring students from diverse backgrounds together in a common educational experience with STEM. PROFESSIONAL LEARNING ISK continues to be a center for professional learning in Africa. This year the Professional Learning Institutes have included: Coteaching, Assessment, Literacy Strategies, and Transforming Schools. The library hosted a guest author as well as a guest storyteller who worked with students and teachers in all divisions. In addition, the focus this year has inspired us to rethink how we understand, celebrate and teach in such a diverse community. This will continue to be a focus next year. The TLC is a place where innovative ideas are encouraged, nurtured, and celebrated. Jodi Lake Director of Teaching & Learning

www.isk.ac.ke

2019 AWARD RECIPIENTS

Vanessa Ndirangu / Gr 12 AISA Award for Excellence

Fernanda Widdowson / Gr 12 Directorâ€™s Award for Creative & Critical Thinking

Santiago Thorup & Rushan Manek / Gr 12 Service Leader Award

Vanessa Ndirangu / Gr 12 Outstanding Scholar Award

Annual Report 2018-2019

Amani Kiruga / Gr 11 Outstanding Scholar Award

Kai Inamdar / Gr 10

Outstanding Scholar Award

Vera Berezhny / Gr 9 Outstanding Scholar Award

Seungmin Michelle Woo / Gr 8 Outstanding Scholar Award

Sophia Kimuyu / Gr 8

Outstanding Leadership Award

Kurt Gugelev-Shapiro / Gr 8 Director’s Award for Creative & Critical Thinking

Sharmila Bommadevara / Gr 7 Outstanding Scholar Award

Mandisa Mathew/ Gr 7 Outstanding Leadership Award

Saron Piper / Gr 6

Outstanding Leadership Award

Georgia Trites / Gr 6

Outstanding Scholar Award

Viktória Geiszl / Gr 5 Outstanding Scholar Award

Ella Bermsjo / Gr 5

Director’s Award for Creative & Critical Thinking

www.isk.ac.ke

ATHLETICS REPORT The ISK Athletics program has continued to grow and evolve this year, in line with the schoolâ€™s Mission and Vision. The addition of the new Lionsâ€™ Den building has created many more opportunities for us. This new facility gives coaches and teachers greater flexibility on their coaching times and has meant less disruption in learning opportunities when we have wet weather. We have also been able to increase the number of home matches we play and the size of the tournaments we can host. There has been considerable time and commitment shown by those backing this project and it is proving to be an asset in bettering our athletics portfolio in both facilities and student participation.

Annual Report 2018-2019

The stand out events this year include hosting the ISSEA Football tournament in April. This is the first major ISSEA sports event we have hosted in a number of years and it was hugely anticipated. With events like these, it is easy to only focus on the matches and atmosphere created by the amazing support we had from all our students, parents and faculty. However, the action behind the scenes was just as inspiring. Our ISK families did a great job hosting 160 guests. Our support staff ensured the pitches and facilities were in great condition and that everyone was fed and watered. Our HS Lions Pride has a record number of students participating and they showed amazing leadership by running tournaments both at ISSEA and throughout the year, liaising with the visiting teams, undertaking responsibility for live streaming and recording all the matches. Additionally, we hosted two swimming galas which really showcased our students and their achievements. Their year-long commitment to their sport paid off with both the boys and the

girls teams taking home the champions trophy. We were also honored to host Penny Hayns, a world-renowned Olympian, who worked with our committed swimmers in individual and group sessions, as well as training our own swim coaches to enhance the swim program for the future.

of the future. We eagerly look forward to hosting ISSEA Volleyball and ISSEA Rugby Championships to help build on this in 2019-20. We thank the school community as a whole for supporting the athletics department’s drive to develop the sporting and leadership passions of our student body.

These events are influential in developing ISK’s spirit and realizing the school’s ambition to develop strong, solution focused individuals

Will Moore Athletics Director

www.isk.ac.ke

Annual Report 2018-2019

“Champions keep playing until they get it right.”

– BILLIE JEAN KING

www.isk.ac.ke

2019 ISSEA HIGHLIGHTS ISSEA Boys Cross Country

Champions

ISSEA Boys Track & Field

5th Place

ISSEA Girls Track & Field

4th Place

ISSEA Girls Volleyball

2nd Place

ISSEA Boys Volleyball

4th Place

ISSEA Girls Basketball

2nd Place

ISSEA Boys Basketball

4th Place

ISSEA Boys Swimming

3rd Place

ISSEA Girls Swimming

3rd Place

ISSEA Girls Rugby

3rd Place / Fair Play Award

ISSEA U17 Boys Rugby

3rd Place

ISSEA U15 Boys Rugby

Champions

ISSEA Golf Team

2nd Place / Fair Play Award

ISSEA STEM Team

3rd Place / Fair Play Award

ISSEA Boys Tennis

4th Place

ISSEA Girls Tennis

2nd Place

ISSEA Girls Football

2nd Place

ISSEA Boys Football

3rd Place

Annual Report 2018-2019

www.isk.ac.ke

CREATIVE ARTS REPORT ISK students enjoyed a year of expanding opportunities in the Creative Arts Centre. New courses and new staff made it happen! A greater variety of clubs and afterschool activities engaged students across all levels. “Arts Week!” was presented as a new showcase of student learning during the first semester.

ISK ART Early Elementary Art Educator Ronnie Spilsbury joined our team this year. Students created diverse artwork in 2 and 3 dimensions and explored the elements of art. Students created work inspired by famous artists, made pieces influenced by current events and pop culture with Upper Elementary Art Educator Jodi Watkins. She also brought in guest artist Adam Masava to work with our students in grades 3-5, as well as High School. Middle School Art added the “New Designers” elective, developed by Eleanor Miller & Kate Oliverson. Textile design and eight new sewing machines led to collaborative projects with kindergarteners. MS Art includes drawing,

Annual Report 2018-2019

painting, printmaking, 3D construction and ceramics in the program. Grade 6 students get a glimpse of drama for one quarter, but a semester in Grade 7. In Grade 8, students have the option of delving into the Fine or Performing Art of their choice. The High School Art program continues to grow, and Gakunju Kaigwa joined our team to meet the demand of our growing student population. Mr. Kaigwa & Mr. Nicholas guided students in preparing and presenting their work at HS and IB Art Exhibitions. New courses include Emerging Media, 3D Fabrication, and Ceramic Studio. MS & HS DRAMA On the main stage, the HS/MS Musical, “Beauty and the Beast,” worked its magic at ISK in November! One hundred students in the cast & crew performed to sold-out audiences under the direction of Jill Hire & Kate Oliverson. In April, the MS production, “An Evening of Teenage Angst”, showcased original numbers by 40 MS students. Lindsey Price’s production “Hoodie” rounded out the MS Drama season. Within the classroom, the Drama program evolved with Kate Oliverson. Grade 6 students have one-quarter class wherein they are introduced to parts of stage, vocabulary, production, and communicating through voice. Drama 7 is now a semester-long course involving the study of using the body as communication, the history of theatrical convention, and ensemble work. New Electives for students in Grade 7 & 8 include “Exploring Drama,”

“Technical Theatre,” “Theatre Production.” We look forward to new electives at the High School level next year as more students are drawn to Drama Production & Performance. ISK MUSIC During “Arts Week!”, parents were treated to a music class with their children in PK, K, and Grade 1 with Rachel Aondo. As a Private Lesson Coordinator, Ms. Aondo encouraged and supported the development and performance of solo musical skills. Laois Rogers continues to build the Elementary Music program. Ukuleles were new for Grade 3 children this year. Tuned and untuned African drum patterns with Mr. Dhidha were a big hit. Grade 4 students expanded the recorder unit into a year-long project and also performed as a bucket drum ensemble. For the first time, Grade 5 completed a semester or year-long introduction to band instruments.

Mark Anding brought the Jazz Cafe concept to ISK last year, and it was a rousing success again this year. Middle School Musicians also attended the Rosslyn Music Festival for the first time this year and gained valuable performance experience. Barissa Dhidha led our Grade 6 drummers in energizing shows, including at the Jazz Cafe & International Day. The High School Music Department attended ISSEA Music 2019 in Zimbabwe. Under the leadership of Gwendolyn Anding, 20 ISK students collaborated with musicians from eight schools. Student musicians also performed at Village Market for Jamhuri Day, which was a performance highlight of the year. Gwendolyn Anding Creative Arts Head of Department

www.isk.ac.ke

Annual Report 2018-2019

www.isk.ac.ke

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

Our Service Learning program is making strong links to the curriculum. Our Handout Club, making prosthetic limbs for local hospitals, our Students for the Environment’s recycling program and our plastic reprocessing program, are some of the projects having a huge impact on our local and global communities. Plastiki Rafiki, a student led initiative, will be established in coastal communities next academic year. Students are also actively engaged and collaborating with our local schools in leading educational, art and hygiene programs in our local communities. We have also promoted several advocacy activities whereby students demonstrate public support for a particular cause. Pierina Redler Director of Co-Curricular Programs

• 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 ISK currently runs 17 service-based clubs, 11 Wednesday afternoon service projects and over 15 independent student-led based projects.

Annual Report 2018-2019

Service Learning student participants: ES 390 I MS 300 I HS 344

I joined Hand Out because of the extremely explicit impact made on Kenyansâ€™ lives when we accomplish what we set out to create. We are among the few Kenyan institutions to be 3D printing hands for armless children. We started as a small exclusive group, mainly for the physics students under Mr. Mackrory, it has however since grown to be a service learning club. My role is a developmental researcher; however, I have been leading the 3D printing of the hand for our new recipient Christine. We are going to use the MS 3D printer as it has the best quality so far. Amani, Grade 11

www.isk.ac.ke

This month I became much more comfortable in speaking and taking a risk, and so have many other people in the club so now we are very comfortable around one another and it is a much safer place with people pushing themselves out of their comfort zones. Vera, Grade 9

Annual Report 2018-2019

STUDENT VOICES SERVICE LEARNING AT ISK

The service-learning program at ISK has encouraged me to be a more well-rounded person becoming aware of areas of personal growth. Throughout my five years at ISK I have taken part in many different service activities that all have enhanced my leadership skills and strengthened my passions. I have learned that commitment, working collaboratively, engaging in issues of global significance, and being aware of oneâ€™s choices and actions are so rewarding. Julie Mei, Grade 12

I have recently been thinking about publishing a book about the activities we plan at HeArts service learning club and how to implement our program into local schools in Kenya. Since I would like this service program to expand, I think that we need to learn how to make our local Kenyan school partners more independent through creating and implementing an arts program at their school. This would mean that the kids at Shangilia would finally be able to experiment with their artistic ability and visions, and would allow for a more well-rounded academic understanding. HeArts means a lot to me: it allows me to connect with new people, work together as a team with friends, show leadership and helps my planning skills. The value of HeArts every year is immeasurable on the local community: it allows young students to visualize their artistic dreams and reach their potential. Marie, Grade 11

Being a Round Square school means embodying the Round Square IDEALS at all levels of academic and co-curricular involvement. At ISK, we aspire to bring the world to our school, and our school to the world by preparing our students to respect that we live in an intercultural and interdependent world. The Round Square IDEALS provide a common platform, around which we can collaborate, swap and share learning resources and participate together in joint activities such as conferences exchanges, and academic projects. Alissa, Grade 11

www.isk.ac.ke

Greenhouse aims to cultivate plants and environmentally aware students. This is done through practical work as students grow crops on campus. In doing so, students develop perseverance, planning, patience, and practical skills as they work hard to help the garden grow. As a result of our use of only natural, environmentally friendly and human safe products in the Greenhouse, students are forced to develop creative problem solving and research skills in order to come up with safe solutions. The business aspect of Greenhouse develops an understanding in students of the challenges and benefits of running a small business and hence preparing them for potential careers in development work. Oliver, Grade 11

Through Hand Out service learning, I have been exposed to an area of service that directly affects the lives of those we interact with. One of the best examples of this is our first recipient Paul. When we gave him his first-hand last year, he was ecstatic, running around and eager to use his new prosthetic. Through this experience, I was able to understand the impact we can have on our local community. From then on, I was determined to make sure that the hands we made were never sub-par, and were always made to the best of our ability. Furthermore, Hand Out gave me a chance to express my inner engineer, and with passion, create new designs such that each hand was tailor-made for each recipient. Rushan, Grade 12

Annual Report 2018-2019

One thing that I will keep reiterating is that I am grateful for how fearless and confident I have become due to the activities I did in CAS. I participated in an international Round Square Project and built two classrooms in Tibet for a local community. This experience required a lot of courage in order to be able to set out on the journey by myself, to meet people I had never met before in a country that I was visiting for the first time. I learned to empathize with other cultures; I did not know how flexible I was in adapting my interests and conversation to the surroundings that I was in. I learned how to maximize my interactions with the people around me by learning as much about them as I could in the time available. This opportunity showed me that I can be a risk taker. I realized that I have multiple talents and it just takes patience and hard work to reveal them. Vanessa, Grade 12

STUDENTS FOR THE ENVIRONMENT instills the values of the importance of trees in children in our Elementary School, which leads to a change in the environmental mindset of the human race as a whole. This year in Students for the Environment club, I was involved with the installation of the new recycling center, TakaTaka recycling. TakaTaka Solutions can recycle on average 95% of the waste we collect. The ISK community benefits because we now have a successful recycling carrier collecting their recyclables. Waste management is one of the biggest problems in Kenya and knowing that I was able to contribute to the solution even a small bit makes me feel good. Knowing that I am giving people an opportunity to recycle and reduce waste makes me feel accomplished. SFE is so inspiring I have decided to study Environmental Science with a focus in Marine Conservation. Alana, Grade 12

www.isk.ac.ke

TECHNOLOGY REPORT

This year the ISK Technology Department has focused on reaching several multi-year goals. The completion of a three-year upgrade plan of our network infrastructure and services across the entire ISK campus. Successful WIFI migration to 802.11ac, an increase in usable Internet bandwidth from 150 Mbps to over 500Mbps, and relocation of the Technology Help Desk to a more visible and user-friendly space have greatly supported the ability to use technology for more profound educational experiences throughout ISK and for the smooth running of the school.

Annual Report 2018-2019

Our ISK Design Thinking model is maturing and is widely utilized in teaching and learning across all grade levels. It has also become the framework for discussions and the process that ISK uses in designing and developing schoolwide programs for more personalized learning pathways. Technology integration is evolving, providing students with more transformational learning experiences and opportunities to lead their learning. Teachers are beginning to drive this infusion of technology through Professional Learning such as Teacher-2-Teacher Tech sessions in which they share digital teaching strategies and best practices. ISK is developing digital strategies related to the ISK Technology Standards to allow teachers a more intentional way of including technology integration directly into unit planning and formative assessment. Student requests for Science, Technology, Engineering, and Mathematics (STEM) curricular opportunities are increasing, and more courses are being created in Middle School and High School. A program for a specialized HS-STEM Pathway is being piloted next year. MS electives provide ways for students to gain skills needed to follow such personalized and experiential pathways.

A similar demand for co-curricular STEM endeavors is also increasing. The specially equipped spaces in which students can pursue these interests include the HS Design and Fabrication Lab, the MS MakerSpace, and the ES MakerSpace that is being developed for next year. All of these learning spaces are being improved continuously with manual, power, and digital tools that are used by professionals. Plastiki Rafiki and Construction by Design are student-led High School clubs in which locally constructed plastic recycling machines are used to generate new products. This is expanding so that students are connecting with communities to help spark small recycling businesses in other Kenyan locations. ISKâ€™s co-curricular robotics program is thriving. Our first ES robotics team represented ISK this year at the East African First Lego League Junior event. HS robotics has grown to numbers that are challenging to handle. One of the two HS robotics teams came in second in the ISSEA STEM competition. It was a special year for the co-curricular MS robotics program that has joined students from Childrenâ€™s Garden and ISK into inter-school and cross-cultural teams for

six years. This program in which students share not only robotics but also their lives and culture received a trophy at the East African First Lego League in Kenya for being a student-led and sustainable model of service learning in a STEM environment that other Kenyan schools might follow. Safety is always a priority. We increased the security of our devices and data on campus through the mandatory registration of all devices, deep scanning of network traffic for threats, and new, upgraded hardware between our internal networks and the Internet. We also completed a data audit, investigating where and how we use data to help ensure the security of this data. Technology is always changing. We will continue to look at how advancements can be incorporated within ISK to improve the educational opportunities of our students and the safety and security of our data and systems. Kathleen Chromicz Technology Integration Coordinator Douglas Irish Director of Technology

www.isk.ac.ke

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 2017-2018 audit. Due to the strong enrollment numbers for the 2018-2019 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 20192020 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

Annual Report 2018-2019

23%

2018-2019 OPERATIONAL BUDGET

2019-2020 OPERATIONAL BUDGET

72 %

20%

72 %

18%

23%

18%

2019-2020 CAPITAL BUDGET

2018-2019 CAPITAL BUDGET

21%

30%

34%

36%

www.isk.ac.ke

ADVANCEMENT REPORT Helping craft and tell the ISK Story is a vital role of the Advancement Office. It is a story we love telling many times over during the school year, and 2018-2019 was no exception. From admissions to marketing, communications to fundraising, the ISK Story is told in many forums and in many ways. ADMISSIONS Telling the ISK Learning Story to new families helps them understand and decide if ISK is the right match for their family. ISK has a great story to tell and not surprisingly, whether they first learn of ISK from our website, from their colleagues or by visiting the campus, many new families agree. As a result, ISK’s enrollment grew over 3% in 2018-2019, from 958 students to 995 students at year’s end. This consistent enrollment growth is confirmation of ISK’s valued place in the international school world, especially on the African continent.

Annual Report 2018-2019

It is also a reflection of the dedication and commitment of everyone in the ISK Community, from parents and staff to faculty and alumni. The result is an educational mosaic on which all ISK students can learn, grow, and make the world a better place. COMMUNICATIONS / COMMUNITY RELATIONS / FUNDRAISING / ALUMNI / MARKETING Effective communication, both inside and outside the ISK community, is a key objective of the Advancement Office. In 2018-2019, an important task was to collaborate with the Teaching & Learning Center to craft a video version of the ISK Learning Story and share it with the world. The video is on the ISK website and tells the ISK Learning Story, primarily through the eyes of our students. The Advancement Office also organized the annual Welcome Back Picnic for over 1,200 students, parents, alumni, faculty, and staff. This and similar events such as the New Family Orientations, Open Days @ ISK and the Parent Appreciation Breakfast, celebrate ISK’s unique diversity and culture in an atmosphere of learning and community building. Building community and telling the ISK Story were also evident in the “Lions of ISK” interview series created by one of ISK’s students and the

continued success of “Simba Wakati,” a monthly video series shared with the ISK Community. ISK students created both productions with support from the Advancement Office. OTHER COMMUNITY BUILDING EVENTS OF NOTE IN 2018-2019 Community Fun at Village Market - The music of ISK’s MS & HS bands and choirs filled the air throughout Village Market on Jamhuri Day, performing to what might be their largest crowd ever. Students, parents, faculty, staff, and shoppers were eager to stop and listen to the sounds of the season in between their holiday shopping at Joo & Co and bowling at the Village Bowl.

#MyFreedomDay 2019 - On March 14, students around the world organized events at their schools to call attention to modern slavery and celebrate freedom. ISK students launched the “ISK Freedom Wall” where students, faculty, staff, and parents shared what freedom means to them. The High School Film Club, Simba Wakati, produced short videos to help spread awareness of modern-day slavery and human trafficking, and MS students created art projects inspired by themes of modern day slavery and freedom. It was a day of learning for all. Lynn Wells Director of Advancement

www.isk.ac.ke

INSPIRATION INITIATIVE This was the fifth consecutive year of the Inspiration Initiative, ISK’s annual giving program. The purpose of the Inspiration Initiative is to improve education in Kenya outside the walls of ISK. This commitment to the local community resonates with parents, faculty, staff, and alumni and has seen continued growth in participation from the corporate community. Thank you to everyone who participated in helping support these three important programs with the following donations. • ISK Scholarship Program - $7,751 • Community Outreach Initiatives - $1,059 • Ghetto Classics Orchestra - $5,282 ARTSCO CLASSICAL MUSIC CONCERT Kicking off this year’s Inspiration Initiative was a classical music concert created and organized by ARTSCO, one of ISK’s student-led service learning groups. The concert featured musicians from ISK and the Ghetto Classics Orchestra, one

of the recipients of this year’s Inspiration Initiative. Together with donations made throughout the year, a check for $5,282 was presented to the Ghetto Classics Orchestra at a special ceremony held at the PTO Night of Inspiration. COMMUNITY OUTREACH GRANT PROGRAM This annual grant program is funded by donations to the Inspiration Initiative and the PTO. Students applying for a Community Outreach Grant attended a budget planning session with the Advancement Office and PTO representatives. Four grants were approved for funding to help student-led groups fulfill their service learning objectives. • Children’s Garden Home • Construction by Design • Greenhouse & Aquaponics Club • Students for the Environment

ISK SCHOLARSHIP PROGRAM Ensuring that qualified Kenyan students have an opportunity to pursue their education at ISK, regardless of their financial situation, is a hallmark of our scholarship program. Your support ensures that this program is sustainable for years to come and guarantees a “Stepping Stone to the World” for qualified, deserving students like Amani.

COMMUNITY OUTREACH

GHETTO CLASSICS ORCHESTRA

Service Learning is embedded in the culture of ISK. Our student-led service groups work with schools, environmental groups and a host of other service projects throughout Kenya.

ARTSCO, ISK’s student-led service learning group, is committed to bringing the joy and beauty of classical music to the children living in Korogocho. To quote the orchestra’s leaders, “Ghetto Classics is the flagship programme of the Art of Music Foundation. It is a community programme that involves over 300 children in Korogocho, one of Kenya’s biggest slums, that is home to about 300,000 urban poor and over 600 more children in 10 satellite areas around Nairobi.”

Your support of our Community Outreach initiatives provides ISK student groups with access to funding grants to help further their service to the local community.

“We use music education to provide the youth with opportunities to better themselves and their community. We do this by instilling in them the life skills that come with the discipline of studying art music. Our programme also provides them with income generating opportunities.”

Annual Report 2018-2019

www.isk.ac.ke

Thank you to everyone who participated in this yearâ€™s Inspiration Initiative to help make a positive difference in education throughout Kenya. CORPORATE DONORS

The following businesses have given generously to the Inspiration Initiative during 2018-2019 in support of the ISK Scholarship Fund. We thank them for their continued support of education in Kenya.

INDIVIDUAL DONORS Claudio Acioly Brhan Assefa Anne Marie Awori Michael Awori Daniel Baheta Jane Balisky Ines Maria Basombrio Mahani Beer Marcus Beer Victoria Beiner Alice Blanchard Benjamin Campbell Jillian Campbell Christopher Carver Viviane Chao Michael Chung Betsy Clinton Tanya Cox Hanna Dagnachew Jarrod Dale Gisela Dale Erwin Deininger Marilou De Wit Sandy Dibler Amanda Fine Jan Conrad de Fluiter Nathasja de Fluiter de Boer Gyorgi Geiszl Carolina Granados Anacleto Gutierrez Emily Zielinski-Gutierrez Tsehay Hadera Alison Haswell

Annual Report 2018-2019

David Henry Zenaida Hernandez Amy Hughes Asa Jonsson Josephine Kalinauckas Arman Kassam Peter Kemp Mika Kosaki Jorge Laguna-Celis Kristie Lambert Sonja Leighton-Kone Denzil Mackrory Jamie Mackrory Latanya Mapp-Frett Meg McNulty Irene Muchunu Josephine Ndirangu Angela Neale Chris Neale Jerome Niessen Lucille Niessen Iman Noordin Nadeem Noordin Howard Ockman Thoma Oldham Robert Onyango Isabella Padua Pamela Pappas Courtney Pierce Derek Pierce Mark Priestley Samela Priestley Filippo Raggi Maria Ramilo

Veronique Renard Heather Ann Schildge Alexa Schmid Jered Shein Karen Sibrian Gillian Simpson Joy Steel Timothy Steel Mariann Szalkai Ameet Taylor Irene Taylor Emnet Teffere Senai Teffere Salima Tejani Mariana Garza Vela Andre Verani Jodi Watkins Jane Wells Lynn Wells Kelly West Matthew Woodward Tigist Yuma ORGANIZATIONS Parent Teacher Organization (PTO) Friends of the Arts (FOTA) ISK Teacher Aids CONCERT PATRONS ARTSCO Classical Music Concert featuring the Ghetto Classics Orchestra

www.isk.ac.ke

Our diverse community

107

25 12

336

1 1

ISK STUDENTS REST OF THE WORLD

Annual Report 2018-2019

Enrollment for 2018-2019 reached 995 students from over 66 nationalities- the largest student body in ISKâ€™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.

28 6

26 14

18 1

MACEDONIA

1 9

3 MYANMAR

1 108

2 4

3 4 1 BOTSWANA

www.isk.ac.ke

Celebrating our diverse community!

Annual Report 2018-2019

www.isk.ac.ke

PTO REPORT EVERY DAY THERE IS SOMETHING SPECIAL GOING ON AT ISK…

What an amazing year of activities! We, as your PTO representatives, have been busy and we hope you’ve felt supported and encouraged to participate in our many activities and projects. We’ve loved seeing so many new parents jumping right in and helping the PTO with volunteering to be grade representatives, working with the principals, and welcoming over five hundred families back to school in style.

And thank you to our grade specific Whatsapp coordinators, giving parents an important communication platform for staying in touch. COMMUNITY BUILDING EVENTS

We hope all parents have enjoyed the increased number of activities sponsored by PTO this year and we worked hard to ensure that new families felt welcomed to their new school and community. We tried to keep it interesting with events at Hob House, Peponi Springs and Tribe Hotel; all have been gracious hosts supporting our community building efforts. PTO DUKA

The heartfelt efforts of our DUKA volunteers reach far and wide into the greater Nairobi community. The Duka Shop provides work and income possibilities to over 16 talented local artisans and creators of hand made crafts. FRIENDS OF THE ARTS (FOTA)

COMMUNICATION

Thank you to our Board of Governors and Board of Directors, everyone in our Advancement Office, our school principals, and our Director for maintaining strong and positive communication all year long. Your “open door” policy is appreciated! A special Thank You to our one and only Tanya Cox, who has done an excellent job making sure information reaches all parents.

Annual Report 2018-2019

FOTA continues to reach wide and deep into the vastly talented artistic community in East Africa. This year’s exhibition provided an impressive format for these talented artists to sell their artwork while exposing our students to the wonders of art up close and personal. NIGHT OF INSPIRATION - ISK PTO GALA

Parents, faculty, staff and friends gathered to enjoy a beautiful evening together under the

stars at Tribe Hotel. The purpose was to build community and to raise funds for the Inspiration Initiative’s Scholarship Fund. ACTIVITIES

Other examples of ISK & PTO-sponsored community building activities this year: • New family welcome bus tour • New family social at Peponi Springs • Quiz Night at Wasp and Sprout • Book Character Day in the ES • International Day / Taste of Nations • Holiday Bazaar • Just Write Competition • Makers Fair • International Peace Day • Parent movie night

• Diversity Working Group • PTO morning coffees • Staff Appreciation Lunch • Service Learning Grant Program • #MyFreedomDay • International Women’s Day • ISSEA Tournaments • Work Experience Program It was a busy year; it was a good year. Thank you for being a part of it. Kind regards, Lucille Niessen PTO Chair

www.isk.ac.ke

FOTA MISSION STATEMENT FOTAâ€™s mission is to promote the arts in Kenya and provide a link between the arts and the ISK community. FOTAâ€™s aim is to give Kenyan artists exposure to an audience of enthusiastic supporters and buyers, as well as to give the wider ISK community the opportunity to see Kenyan art at its best.

SUMMARY Anacleto Gutierrez and Marilou de Wit were co-chairs for the third year. Mariann Szalkai was treasurer. Our main event this year was the art show. Considering that the Show was on the weekend of Thanksgiving and there were no other on-campus activities that week-end, the sales were good.

NEXT YEAR FORECAST After three years with the current team, the co-chairs and treasurer position will become available. Two of us will still be around to help and contribute

to a smooth transition. FOTA made a reservation for a donation of 10,000 USD for art in the new Middle School building. Next school year, one art show is planned. We aim to

Annual Report 2018-2019

In February we had a lunch to thank our show volunteers. Over the year we made several donations to promote art in Kenya. A painting from the art show, selected by ISK students, was donated to the school. More than 400 ISK students visited the show, primarily Elementary School and High School students. attract more Middle School students to come to FOTA Arts Show. Marilou de Wit FOTA Co-chair

www.isk.ac.ke

Annual Report 2018-2019

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 thize pa Em

M CO

Collaborative Risk-Taking Principled

EAT

s dea te I era te Gen ova Inn apt Ad

Empowering students to create solutions for tomorrowâ€™s challenges 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:

Accredited fully by the Middle States Association of Schools in the United States and the Council of International Schools in Europe.