10 minute read
High School Report
Robert Blanchard, EdD
High School Principal
Jarrod Dale
High School Assistant Principal
Iwould like to start this year’s annual report with an expression of gratitude, acknowledging the community spirit, hard work, teamwork, and can-do attitude that prevailed at ISK amid the challenges faced during the COVID-19 pandemic. The faculty found ways to improve practices and deliver great learning experiences for students no matter what. Students also demonstrated strong habits of learning and stayed positive at a time of physical distancing, applying the COVID-19 prevention 4 W’s to help keep us all safe. Lastly, families were unfailingly supportive of students and the school at a time of uncertainty for all.
Like high schools around the world, the ISK High School faced some specific challenges this year in response to the COVID-19 pandemic. I am extremely proud of the way our community planned for and responded to unprecedented challenges, remaining true to ourselves, our mission and values, and our students along the way. The following report reflects how we moved forward thoughtfully and responsively to ensure that an enriching, student-centered and holistic learning environment was maintained, no matter what twist or turn the year took.
First, let’s celebrate our Class of 2021, 89 students representing 37 nationalities
2
studied at ISK for ten consecutive years or more, one of whom enrolled at ISK in prekindergarten!
1
senior joined ISK for the one year of grade 12.
64
another 24
seniors completed the full International Baccalaureate (IB) as Diploma Program candidates;
completed at least one IB course.
2
seniors were 4-year recipients of our prestigious High School scholarship.
1
senior earned the AISA Award for Excellence in Africa.
34
seniors earned a place on the first-semester honor roll (17 high and 17 regular).
9
were members of the National Honor Society.
The Class of 2021 acceptances featured an impressive list of universities - including Cambridge University - with our 91 graduates earning 246 university acceptance offers as at April 2021. The class reported that they earned a place in one of their top choice universities. ISK students continue to perform well in IB examinations, with 98% of seniors who attempted the full IB Diploma in 2020 achieving this rigorous and highly regarded, internationally recognized qualification. The average diploma score was unusually high at 35 points (the international average is 30), and the average IB grade was 5.5 (out of 7). Well done, Class of 2020!
Virtual, In-Person, and Hybrid Learning Environments
I think it is safe to say we saw it all this year. Every time we tried to define our “new normal”, the landscape seemed to shift. We started in dynamic distance learning mode for the first quarter of this academic year, welcoming Grade 11 and 12 students back to campus after the October break. High School enrollment stood at 333 when the year started (Grade 9- 80; Grade 10- 79; Grade 11- 82; Grade 12- 92). The transition to hybrid mode was smooth as we were able to apply many of the lessons learned over the previous six months to design our hybrid schedule and learning experiences. Having said that, we continued to gather feedback and remained open to making adjustments. Our Grade 9 and 10 students were able to return to on-campus learning in January, and it was wonderful to have all our students and staff working together in person. An asynchronous learning option remained in place for the few High School students who were unable to return to campus. By the end of January, 98% of our High School students were back on campus, with 10 students working asynchronously. We then enjoyed on-campus in-person learning until the whole school returned to virtual-only mode in April. Our IB and Diploma students wrote their final examinations in person, while the rest of the school continued learning online until all students were again able to resume oncampus lessons and activities in May.
Celebrating Co-Curricular Programs and Community
The High School Co-Curricular Program ran throughout the year, whether virtual or inperson, depending on the circumstances and regulations. We offered a rich and diverse virtual program with 28 Round Square and Wellness Clubs running and well over 200 students engaged when we were fully virtual in September. Activities ranged from STEM, Arts, Leadership, Service, and Wellbeing, to Student Support and Tutoring. Additionally, sports ran this year, with a more participatory than competitive lens. ISK hosted the Round Square U14 Worldwide Virtual Conference in March with ISK student leaders running a conference under the theme of mental health - some of our High School students designed and ran this event for younger students. ISK also hosted an ISSEA STEM conference online, a truly interactive opportunity with ISK students finishing the event in shared 1st place. We also participated in the virtual ISSEA festival for Band and Choir. While we persevered this year and applied a can-do spirit on so many fronts, unfortunately some events were cancelled due to the constraints of the pandemic, including the High School Intercultural trips and the Work Experience program. Our parent-student-teacher conferences featured students taking an increasingly active leadership role in conferences. Our studentled framework promoted student reflection, agency and ownership of learning, while hopefully reinforcing our climate of open exchange and clarity around constructive next steps with learning. The virtual format this year led to an increase in parent and student participation in conferences, a silver lining we saw. Another silver lining saw us initiate a new online course selection process through PowerSchool for all High School students, a streamlined process for families that also helped us further reduce the amount of paper being used for admin purposes. Unfortunately, our parents were unable to come to campus all year. Nonetheless, our parents remained engaged and our Parent Teas were well-attended. Some topics discussed in our ‘Tea’ time online together this year were IB results, the Advisory Program, DDL feedback and planning ideas for hybrid including the High School Schedule, Wellbeing & Compassion Fatigue, College Planning & Application Process, Grade 9 and 10 Issues, and Dress Code & High School Culture/ Community. The interactive virtual format seemed to work well, with parents getting the opportunity to discuss important issues while the school was able to hear thoughts and gather feedback.
Student Voice and Ethical Leadership
Having clear and consistent strategic focus areas in place right from the start of the year lent clarity and shared purpose for a positive start to the year. Two focus areas were inclusion and wellbeing. Regarding inclusion, the highlight of the year saw the successful design and approval for a Life-Centered Education (LCE) program, with implementation in Grade 9 starting in 2021-22. Regarding wellbeing, the addition of a third High School counselor as well as a schoolwide coordinator helped us take important strides forward while supporting student mental health through the pandemic. Our weekly communications for families this year featured a wellbeing section, sharing guidance and support around wellbeing matters. Our advisory program continues to play an important role in supporting student wellbeing, with the faculty continuing to receive support and training so that our advisory program can develop further.
The ASB-led assemblies continue to be a key vehicle for student empowerment and for voicing student matters. The ASB also led some important community events, helping to promote a sense of community and belonging. There were Spirit Weeks, an opportunity for us to build community and have some fun too. The ASB led a town hall (hybrid version) for students and faculty, providing a forum for collaboration between students and teachers. It also gave all students a platform to voice their opinions on pressing matters. The three topics for discussion were Wellbeing and Community amid COVID-19, Dress Code, and Culture and Curriculum with a focus on Belonging and Identity. IB students celebrated the completion of Senior Extended Essays, with a special assembly where students shared lessons learned with the IB year one students about to embark on the extended essay process. Finally, the ASB reintroduced Acknowledgements, involving students recognizing the achievements of their peers and having successes be recognized when we gathered as a community in assemblies. A Diversity, Equity, Inclusion, and Justice student group called the Student Equity Committee was also proposed and approved this year, with students engaging in meaningful work in this important area. Our Embrace the Amazing students spoke up about Autism Awareness Month. Our Greenhouse Club and Students for the Environment continued their good work and raised awareness on Earth Day during assembly. Many other groups merit mention without the space to do so, though in concluding this section, it is worth noting that we used the overhauled monthly Pride article as a vehicle for the student voice in the second half of this year, with the content studentgenerated.
Facilities Updates
Curriculum Developments and Learning Pathways
Much of our facilities’ development work this year focused on ensuring that our High School classrooms were carefully laid out in line with COVID-19 safety guidelines. We also developed and used outdoor spaces as much as possible, such as the recently covered High School Amphitheatre which was used for lunch and other small meetings. The High School Science construction project was successfully completed halfway through the year, the January 2021 opening proving to be the perfect time as all students returned to campus. We have been delighted with this new High School Science facility, getting settled in and enjoying the large, airy, well-resourced learning spaces. Shortly after completion of this major project, we shifted our attention to a new Design and Art Center for the High School, with work ongoing and plans to open this exciting space for ‘STEAM’ learning and wide-ranging project-based design work when the new school year commences.
ISK students enjoyed and benefited from a remarkably wide array of course options (IB and regular), including new courses implemented this academic year as follows:
Mathematics 11/12
IB Environmental Systems & Societies (SL only) Africa in the World System Some priority focus areas for us as we reviewed and further developed our high school curriculum included:
Life-Centered Education (LCE) Programming Equity and Diversity Environmental Awareness, Globalmindedness and Intercultural Learning
The course review committee (comprising students and faculty representation) recommended several new courses for 2021-22. Next year, we are excited to introduce the following changes:
STEM Product Design (old name Industrial Design)
Motion Graphics (old name Emerging Media)
STEM Programming Our Physical and Digital Worlds (new Course)
STEM Design & Construction (new Course)
Textiles (new Course)
Environmental Science 1, 2 (old name Terrestrial and Aquatic Science) Agricultural Science (new Course) Sport Science - the basics (old name Health and Exercise Science 1) Sport Injuries (old name Health and Exercise Science 2) Philosophy of Religion (old name World Religions)
The new courses will be in addition to over 150 courses already offered as part of the ISK High School program. Our course review committee had two students on it this year, the student viewpoint being well represented. We continue to be reflective and remain open to feedback, applying innovative thinking on many fronts, including around our learning pathways and the revised High School schedule as we look toward 2021-22. In many cases, we cannot simply do things the way we have always done. Instead, we have to re-imagine school life to meet the needs of these times and our students.
Perhaps more important than any year before, it is important to say a special thank you to our faculty, staff, parents, and students at ISK. This year, we are particularly proud of our seniors, the Class of 2021, who have lived through an empowering and unpredictable experience- quite different from any other ISK graduating class. On behalf of the community, we wish our graduating Class of 2021 all the very best in their lives after High School and as ISK alumni.
A Special Thank You
Robert Blanchard, EdD
High School Principal
Jarrod Dale
High School Assistant Principal
