GLOBE Spring Spring2024 2024
a
Silicon Valley International School
2 A Transformative Education
18 Nurturing Multilingual Minds
YEAR OF THE DRAGON
Board of Directors Chair Ellick Butt Co-Vice Chair Carla Carvalho Co-Vice Chair Jeremy Longinotti Treasurer Patrick Gengoux Secretary Albert Lee Directors Anne Aaron Tony Cannon Ana Corrales Cindy Foo-Irissou Zack Hou Jasmin Limbrey Trisha Ma Matt Moberg Marc Suidan Andrea Willms Honorary Trustee Charlotte de Géry School Leadership Head of School Barbara Greiner Assistant Head of School Jacqueline Cody Chief Advancement Officer Patricia Colin Chief Information Officer Mathieu Farrugia Chief Financial Officer Diane Morris Chief of Communications & Institutional Equity Jovi Olson Chief of Enrollment Management Jennifer Tyler Early Years Principal Dr. Xiomara Cruz Elementary School Principal (Academics) Liz Evans Elementary School Co-Principal (Pastoral) Jon Molayem Interim Middle School Principal Véronique Merckling Interim High School Principal Richard Goulding
Editors Chief of Communications & Institutional Equity Jovi Olson joviolson@svintl.org Associate Director of Marketing Communications Ben Laskey Associate Director of Communications Bernard Donohue
Cohn Campus 151 Laura Lane Palo Alto, CA 94303-3221 650 251 8500
Willows Campus 475 Pope Street Menlo Park, CA 94025-2826 650 324 8617
International Baccalaureate (IB) Silicon Valley International School is an International Baccalaureate (IB) World School, authorized to offer the IB Primary Years Programme (PYP), Middle Years Programme (MYP) and Diploma Programme (DP). IB World Schools share a common philosophy – a commitment to high quality, challenging, international education that Silicon Valley International School believes is important for our students. For further information about the IB and its programmes, visit www.ibo.org.
News 2
A Transformative Education:
Letter from the Head of School 5
Shaping Our Future
Letter from the Board 29
INTL and Otto Schott Gymnasium:
A Transatlantic Educational Partnership
Articles 6
Holistic Learning:
Letter from the Assistant Head of School 12
Building Linguistic Foundations
in the Early Years 16
Navigating Tech Education:
A Roadmap at INTL 18
Nurturing Multilingual Minds
19
Top 5 Myths About Bilingualism
20
Taking Action in Primary Years Programme:
From Play to PYP Exhibition 22
The Bridge from Middle Years Programme
to Diploma Programme 24
Middle School Student Works
28
Middle Years Programme Personal Projects:
Exploration Through Inquiry 30
IB Learner Profile:
Upper School Students Who Inspire 31
Performing Arts in the Upper School
32
A Spotlight on the SSST:
Bilingual Learning in your Mother Tongue 34
From Inquiry to Insight:
Internal Assessments in IB Science 36
My Transformative High School Experience
38
Upper School:
Adventures and Achievements 50
2023 Alumni Rising Star:
Maia Chamberlain 53
Colleges and Universities List
40
Upper School Clubs
41
Upper School Athletics:
Camaraderie & Competition 42
From the Parent-Teacher Association
43
From the Chief Advancement Officer
45
Ways to Give
46
Annual Giving Donors
48
INTL Global Babies
49
Alumni Updates
Events 8
Cross-Cultural Celebrations
10
Lunar New Year: Year of the Dragon
14
A Glimpse Into the Early Years
26
A Glimpse Into Upper School
45
Arts Night: Time Travel!
52
Upcoming Alumni Events
A Transformative Education through our International Baccalaureate Continuum and Dynamic Programs By Barbara Greiner Head of School
The purpose of education is changing. An excellent education is a transformative education that deeply involves students in a purposeful learning process, prepares students for their future, engages students in a productive struggle where acquisition of knowledge goes hand in hand with practice of skills, and where students welcome challenges and learn from their mistakes. Throughout the 20th century, the purpose of education has slightly evolved. However, in the past twenty years, driving forces such as technological progress and societal changes have quickly
and deeply impacted our students, and the world we are preparing them for. These evolutions have revolutionized why we teach and how we teach. Silicon Valley International School has adapted by becoming the only IB bilingual continuum school in California. Silicon Valley International School (INTL) has always been deeply rooted in the tradition of delivering a transformative bilingual education. As a school, we have also been cognizant that the skills and knowledge we teach today might
Spring 2024
3
be obsolete tomorrow. Therefore, during our last strategic plan (2016-2021), INTL changed its definition of a transformative education by becoming the only IB bilingual continuum school in California. An IB continuum of international education is unique because of its academic and personal rigor, because it transforms lives by giving students the skills they need to thrive and to positively impact their world. Through our Primary Years Programme (Preschool-5th Grade), Middle Years Programme (6th-10th Grade) and our Diploma Programme (11th-12th Grade), students excel in their studies and personal growth. They develop an enthusiasm for learning that lasts a lifetime. They are equipped to persevere and to face challenges with confidence. They acquire the knowledge and tools to be independent thinkers who make informed decisions. They solve complex and real problems. Many educators are now questioning the purpose of traditional transformative education, emphasizing the need for students to succeed in the future. They have identified a list of skills (according to the World Economic Forum) and attributes that schools should prioritize in order to prepare the next generation for the complex and changing world, particularly in the age of AI. Interestingly, these required attributes and
skills align perfectly with the benefits of an IB and bilingual education. INTL's three challenging IB Programmes build on one another and prepare students for the world of tomorrow. INTL's three challenging IB Programmes draw on classroom-based research on curriculum design from the US, Taiwan, Germany, France, China, Canada, and from the International Baccalaureate Organization (IB). Our international approach give students a world perspective in math, science, literature, arts, social science, languages, technology, and design. In the Primary Years Programme (PYP) (from Preschool through 5th Grade) our students build a strong bilingual foundation that promotes in-depth and foundational learning through exploration, discovery, and creativity. Our program is driven by concept acquisition and is inquiry based. Students revisit age-appropriate concepts and skills year after year and expand on them. Along with strong academics, our PYP also focuses on the development of the whole child and promotes positive attitudes such as empathy, collaboration, confidence, creativity, and resilience. We also encourage students to reflect on their learning and their actions. This is key to promoting students’ progress. continued on page 4 >>>
Barbara Greiner Awarded the Prestigious Order des Palmes académiques In September, Fréderic Jung, the Consul General of France in San Francisco, presented our Head of School with the Order des Palmes académiques (Academic Order of Palms). This award is bestowed by the French government to individuals who demonstrate distinguished academics and service to education. It is one of the oldest civil honors bestowed by France.
4 A Letter from the Head of School
In the Middle Years Programme (MYP) (from 6th to 10th Grade) our students strengthen their bilingualism or their fluency (Upper School Language Acquisition - USLA students) by thinking critically and building structured arguments in two languages. Our MYP encourages students to reach their fullest potential by studying a challenging curriculum through the lens of the different disciplines. They develop important skills such as learning how to learn, asking difficult questions, researching and finding answers, communicating important ideas, and making ethical decisions. They also acquire computational and design thinking skills that empower them to solve problems using complex data. In the Diploma Programme (DP) (11th and 12th Grade) our students discover their passions through a comprehensive and intellectually stimulating college preparatory program with final examinations that prepare them for college and beyond. Students study six subjects: three at an advanced level, and three at a standard level, allowing students to pursue advanced work of a particular interest. This revolutionizes
Globe
education by offering a more personalized experience. All IB classes are honors classes. Our bilingual students can take a literature class in the target language (Chinese, French, German), and in addition to the course requirements, students engage in intensive research work culminating in a 4,000-word essay. They also take a Theory of Knowledge (TOK) class — a critical epistemology class that looks at how knowledge is constructed. The DP is highly valued by colleges because it has been designed to address the intellectual, social, and emotional needs of future generations. It has gained recognition and respect from pedagogues and world leading universities because it offers a transformative education that challenges students and prepares them well for the world of tomorrow. INTL takes pride in its visionary mission, which aligns with the IB philosophy and provides the perfect platform to offer the IB continuum. By embracing the changing purpose of education and adapting to the needs of students and the world, INTL prepares students to thrive in a complex and evolving future.
OUR MISSION Silicon Valley International School's focus on inquiry and bilingualism empowers young minds to embrace complexity, think critically from multiple perspectives, and demonstrate integrity and sensitivity across cultures.
Shaping Our Future Ellick Butt Board Chair Silicon Valley International School (INTL) is at a pivotal moment in our journey. After eight years of following a robust strategic plan that has guided our growth, we stand on the cusp of a new era. We are in the midst of preparing to create and launch a new strategic plan set to guide us for the near future and usher in an exciting chapter in our school’s history. The importance of a strategic plan cannot be overstated; it is the blueprint that provides clarity and vision for an organization. It is a clear articulation of our goals, our aspirations, and the paths we choose to achieve. It will serve as a guiding light, ensuring that every step we take is aligned with our goal to nurture and educate students who are poised to make meaningful contributions to the world. Our Strategic Planning Committee, a dynamic group of dedicated members from the Board and administration, has been meticulously working to shape the contours of this new plan. Regular meetings have fostered a rich exchange of ideas, underpinning the critical aspects of the planning process. This committee is not just about planning; it’s a think tank that, along with the feedback and participation of our community, is mapping the future of INTL. As part of our preparation, we conducted a series of listening sessions in January for parents and older students in addition to a strategic plan survey that will be launched in March. These listening sessions have been Spring 2024
instrumental in providing invaluable insights, shaping the direction of our new plan. The diverse perspectives and voices of our community are the bedrock upon which our school’s future will be built. Their input has been integral to ensuring that our strategic plan is reflective of our community’s aspirations and needs. On behalf of the Board of Directors, I thank everyone who participated. In tandem with our strategic planning efforts, we are continuing to work on our site plans and more to come on this project as we develop our strategic plan. The future holds so many exciting developments for INTL. From enhancing our educational programs to expanding our facilities, every aspect is being thoughtfully considered to ensure that we continue to provide an exceptional bilingual IB education. These developments are not just changes; they are stepping stones towards realizing our vision for our school. As we move forward in this journey, I am filled with optimism and excitement. The collective effort of our Board Directors, Administration, Faculty, Staff, Parents, and Students is shaping a bright and promising future for INTL. We look forward to unveiling the new strategic plan in Winter 2024-2025 and embarking on this new chapter together. A Letter from the Board 5
6 A Letter from the Assistant Head of School
Globe
Holistic Learning: Our Commitment to Student Success By Jacqueline Cody Assistant Head of School
Silicon Valley International School (INTL) is committed to empowering young minds throughout their educational journey, from Preschool to 12th Grade. Our holistic approach to education is grounded in our commitment to inquiry-based learning and bilingualism. In our embodiment of the principles of being lifelong learners, this year we’ve embarked on a series of professional development endeavors aimed at ensuring high quality teaching and learning for all. Differentiated Teaching Excellence with Melissa Dickson and Trevor Mackenzie At INTL, we understand that education is not a one-size-fits-all approach. To cater to the diverse needs of our students, we have prioritized differentiated teaching. In collaboration with esteemed education experts, Melissa Dickson and Trevor Mackenzie, we have undertaken a journey that explores assessment practices, feedback mechanisms, and practical differentiation strategies to ensure all learners are supported, challenged, and engaged in their learning. The expertise and insights brought by Dickson and Mackenzie have had a marked impact on our teachers. INTL has integrated all that was learned into the curriculum, enabling our teachers to adapt their approach to each student's individual learning style. Our aim is to ensure that every student receives the support and guidance they need to thrive. For example, our teachers expertly “chunk”
information for students still consolidating understanding, making complex concepts accessible and engaging. Or, students are encouraged to "chew" on complex problems, allowing them to dive deep into their areas of interest - developing critical thinking and depth of thinking that extends beyond the baseline scope. Our commitment to differentiation extends to assessments, allowing all teachers to scaffold towards an assessment infused with student voice, understanding, and autonomy. This approach ensures that assessments are accessible to all students while encouraging them to take ownership of their learning journey. Teachers are balancing the use of traditional assessment tools and ones that actively involve students as assessment partners, respecting their agency and promoting reflective, self-directed learning. By applying these principles, we're creating a dynamic learning environment that empowers students to take charge of their educational journey.
Spring 2024
7
Embracing Social-Emotional Learning (SEL): A Community-Strengthening Journey In our pursuit of providing a well-rounded education, we have also embarked on a shared professional development journey into strengthening SEL practices. Our focus has been on learning about restorative justice practices, which aligns with our commitment to social-emotional learning and community strengthening. Restorative justice practices emphasize building positive relationships, resolving conflicts amicably, and fostering a sense of responsibility within the community. By instilling these values in our students, we are working to create an environment where every individual feels heard, respected, and supported.
This journey extends into every facet of school life. We aim to create a school environment where students, teachers, and parents can communicate openly, resolve issues constructively, and work together to build a harmonious community. From their earliest days in Preschool to their final steps in 12th Grade, we strive to empower every child to be a compassionate, open-minded, and culturally aware individual, nurturing the leaders of tomorrow.
8 Cross-Cultural Celebrations
Globe
Cross-Cultural Celebrations At Silicon Valley International School, students learn about and celebrate different cultures and traditions stemming from our language programs. Our students gain a deeper understanding and appreciation of the culture and customs of their peers, which in turn fosters a greater appreciation of diversity and cultural differences. We love our international school!
Galette des Rois
Mid-Autumn Moon Festival
Galette des Rois
Laternenfest
Mid-Autumn Moon Festival
La semaine du goût
We celebrate diversity on a daily basis through our bilingual immersion programs and our commitment to the IB Learner Profile. (INTL Guiding Principal #3)
Laternenfest
Confucius Day
Schultüte
Lunar New Year: Year of the Dragon By Ya-Ching Chang Academic Dean, Chinese Program The Lunar New Year holds a significant place in INTL's history, tracing back to the inception of our Chinese Language Program in 1996. This year's celebration held a unique significance for INTL, as 2024 marks the Year of the Dragon. In the Chinese zodiac, the dragon embodies qualities of nobility, good fortune, kindness, and mercy. As our school’s mascot is a dragon, our dedicated faculty, staff, students, and parents put in tremendous effort to ensure that this Lunar New Year celebration was truly exceptional.
Spring 2024
11
Dragons, revered and celebrated in various cultures and stories worldwide, hold a special place in the hearts of all three of our language programs: Chinese, French, and German. Our mascot, INDY, is a dragon that transcends cultural boundaries, incorporating elements from both Eastern and Western dragon mythologies. INDY the Dragon aptly reflects the diverse and inclusive nature of our school's language programs. The Lunar New Year is celebrated and observed throughout Asia, including China, Korea, the Philippines, Singapore, Taiwan, Thailand, Vietnam, and many more places. The Lunar New Year begins with the first new moon of the lunar calendar and lasts for 15 days until the first full moon. INTL was happy to bring live performers to both our campuses to delight our community with lion dances. This year’s performers showcased the impressive highpole lion dance style. The lion dance brings good luck, good fortune, and all the good things for the upcoming year. People perform lion dances at Chinese festivals or big occasions to bring good fortune and chase away evil spirits. The lion dance is one of the most important traditions at Lunar New Year.
Head on over to our INTL Year of the Dragon pop-up store to purchase your exclusive special edition INTL Year of the Dragon t-shirt! This special design will only be available until the end of March. Available in toddler, youth, and adult sizes. Scan here:
Also on New Year’s day, family members traditionally receive 紅包 (hóng bāo or red envelopes) containing small amounts of money. This year, the PTA thoughtfully arranged for every student to get a 紅包 containing a special edition INTL Lunar New Year vinyl sticker featuring a special INDY Year of the Dragon design. This design is also featured on a limited edition INDY Year of the Dragon t-shirt that has been made available to our community. The INTL celebration also included special Lunar New Year photo booths, student-designed banners, delectable desserts, and engaging activities throughout February. Students across all grades and language programs took part in Lunar New Year-themed activities, including traditional games, such as group jump rope, spin top, shuttlecock, and Chinese yoyo. A special thanks to our event chairs, Julie Shen and Karen Tsai, for their extraordinary efforts to make this celebration a truly dragon-worthy event. ** INDY was named by two students - Jordan C., a Chinese Program student (in 1st Grade at the time) and Noemi L., a German Program student (in 2nd Grade at the time).
12 Building Linguistic Foundations in the Early Years
Globe
Building Linguistic Foundations in the Early Years By Dr. Xiomara Cruz Early Years Principal
Language is the cornerstone of communication and it serves as the gateway to critical thinking, understanding cultures, forming connections, and fostering empathy. The Early Years mark a period of rapid brain development, where children are remarkably receptive to learning. During this time, language skills are honed, and neural connections are formed at an astounding rate. Exposure to a rich linguistic environment in preschool lays the groundwork for proficient language acquisition. The foundation built during these formative years serves as a critical scaffold for future academic, social, and emotional success. In the International Baccalaureate (IB), the foundations of language learning in the Early Years are meticulously selected, nurturing a rich linguistic experience that extends far beyond mere vocabulary and grammar. Our teachers carefully plan lessons and curate activities to engage students and provide real life experiences for them to immerse themselves in the target language and culture. The main goal is not for students
to learn a language, but to learn through it. Further, through interactive activities inside and outside of the classroom such as storytelling, songs, conversations, cooking, and gardening, to name a few, our students are continuously exposed to vocabulary, grammar, and communication skills, strengthening their linguistic abilities. At the heart of the IB philosophy lies the belief that linguistic proficiency is not limited to the mastery of words; instead it embodies a deep comprehension of cultural perspectives, global perspectives, and an appreciation for diversity. Consequently, our Early Years Programme is dedicated to cultivating a robust foundation in language acquisition that supports our students' holistic development. At INTL there is a deep focus on supporting students in becoming bilingual, biliterate, and bicultural. Within the IB framework, language learning is not a standalone entity, but an integrated aspect woven into the fabric of various disciplines. The inquiry-based approach encourages students to explore, question, and express themselves in multiple languages, fostering not only linguistic agility but also critical thinking, creativity, and intercultural understanding.
Spring 2024
13
The foundations of language learning in the Early Years of an IB programme are anchored in the following key principles: Multilingual Environment: We recognize the inherent value of multilingualism and actively promote an environment where various languages are respected, learned, and celebrated. Students are encouraged to engage with different languages, embracing the beauty of linguistic diversity. For example, in Moon class, students can choose in which language the class sings “Happy Birthday” to them. Authentic Contexts: Language learning transcends textbooks; it thrives in authentic contexts. Through an IB education, we aim to integrate language learning into real-life situations, connecting language acquisition with meaningful experiences that resonate with young learners. In their English class, puppet shows and theater are used for role play and acting out stories. Cultural Understanding: Language is intertwined with culture. We aim to foster an appreciation for different cultures, enabling students to comprehend the nuances, traditions, and perspectives embedded within languages. This cultural awareness enriches
language learning and promotes globalmindedness. In Rainbow class, parents sent their children to school dressed in traditional Indian attire to celebrate Diwali with their classmates. Inquiry-Based Learning: The IB's inquirybased approach encourages curiosity and exploration. Through inquiry-driven activities and projects, students delve into linguistic landscapes, honing their language skills while developing research, communication, and problem-solving abilities. In Sun class, students have a “question wall” they explore and discuss with inquiries students have about the weather. Holistic Development: Language learning in the Early Years of an IB programme is not solely focused on linguistic competence. It is interwoven with other essential skills and attributes, nurturing well-rounded individuals equipped with communication prowess, cultural sensitivity, and a thirst for knowledge. In Oak class, students engage in dancing as a way of expressing emotions.
A Glimpse into Early Years
@svintlschool
16 Navigating Tech Education: A Roadmap at INTL
Globe
Navigating Tech Education: A Roadmap at INTL By Elisabeth Lepert Dean of Instructional Technology, Computer Science and Design
Teaching with technology at our school is akin to driving a car — requiring a dual focus on what's behind and what lies ahead. Just as a driver checks the rear mirror to gauge the road that has passed, we continually look back to see where students stand in terms of previously introduced skills. Additionally, drivers look forward to the road ahead, whereas we look forward to planning the upcoming educational journey. To aid our educators, INTL has crafted a comprehensive technology curriculum spanning from Kindergarten to 12th Grade, designed around five core areas: 1. Technology Operations and Concepts 2. Creativity and Innovation 3. Responsible Behavior 4. Research and Information Fluency 5. Communication and Collaboration
Within each domain, a structured set of skills is introduced at specific grade levels, honed over subsequent years based on complexity, ultimately aiming for mastery by a designated grade. For instance, the journey of learning typing commences in 3rd Grade, and continues through practice in 4th and 5th Grades, culminating in mastery by the end of Elementary School. This continuum allows ample time for students to proficiently grasp these skills. Importantly, skill introduction is deliberate, building upon earlier acquired proficiencies. Consider typing: although formally introduced in 3rd Grade, groundwork begins in 1st and 2nd Grades as students familiarize themselves with keyboard layouts and identification of letters, numbers, and special keys. Similarly, the skill of "recording and saving audio/video appropriately" introduced in 3rd Grade is intended for mastery by 4th Grade.
Example of 2nd Grade INTL Technology Curriculum
Creativity & Innovation use graphic organizers to organize, brainstorm ideas. use the basic features of word processing applications: font, size, color. take, edit, store, organize digital pictures. respect author's rights when using online media. respect rules of typography: spaces, punctuations, accents. use of basic features of image editing and drawing programs: paint brush, shapes, eraser, color, line tool, text, special effects, eyedrop.
I introduce my students to... and make them practice
I make my students practice...
By the end of the year, my students master this skill...
... skill introduction is deliberate, building upon earlier acquired proficiences.
This paves the way for 5th Graders to delve into "processing audio/visual files using specialized software" in the subsequent year. While some proficiencies, like typing, progress within a division (Elementary School), others span divisions, such as the advanced features of word processing applications introduced in 5th Grade and mastered upon entering High School after practice during Middle School. This approach minimizes the cognitive load on students by focusing on a specific skill set while reactivating previously acquired proficiencies, fostering a more seamless learning experience.
Moreover, skill introduction aligns with ageappropriate learning and correlates with other subjects. For example, during 1st and 2nd Grade, the focus is primarily on reading and handwriting; hence, keyboard integration is withheld. However, software that facilitates drawing and painting aligns perfectly with the developmental stage of early elementary students. At INTL, our technology curriculum is not just a series of lessons but a deliberate roadmap, guiding students on a progressive journey toward technological proficiency and innovation.
Nurturing Multilingual Minds By Jon Molayem Elementary School Co-Principal (Pastoral) From the foundational years of Kindergarten to the Upper Elementary levels, our Elementary School provides an immersive bilingual and inquiry-based education that shapes students into confident, multifaceted thinkers. In alignment with the Primary Years Programme (PYP) framework, students are not merely taught in multiple languages, but are also guided in the art of learning itself. Approaches to Learning (ATL) skills, including research, communication, and presentation skills, are intentionally incorporated into our instruction. Students explore subjects across languages, with real-life examples seamlessly woven into their learning experiences. Beginning in Kindergarten, students experience a transdisciplinary approach as they build essential pre-reading and prewriting skills such as phonological awareness, letter recognition, and fine motor skills. These skills are incorporated into interactive play and hands-on experiences, nurturing a love for learning. As students transition into 1st and 2nd Grade, our focus is on the acquisition of language skills. Phonics, decoding, and fluency are emphasized in our reading instruction, along with focused instruction in grammar and punctuation to develop writing skills. As students move into Upper Elementary, they are then prepared to make the shift from "learning to read" to the more advanced stage
18 Nurturing Multilingual Minds
of "reading to learn." The Upper Elementary years also mark a distinctive evolution of our immersion model. English classes now include students from each of the three language programs, providing a new opportunity for collaboration, vocabulary development, and exposure to diverse perspectives. As one example of the potential of our model, in 4th Grade this year, students learned about the solar system as a part of a unit on migration. After researching historical migrations, they inquired about the future of migration which led to each student writing a persuasive essay and participating in a debate about which planet they would choose to move to in the future. Their work came to life through computer science and art, as students created representations of the planets and then used Makey-Makeys, a computer input kit, so that when a viewer touched any of the planets, it was programmed to have the student’s voice talk about the characteristics of that planet they learned from their research. The success stories of our students stand as a testament to the richness and effectiveness of our model. Our students, equipped with a profound understanding of languages, a passion for learning, and the ability to navigate a multicultural, interconnected world, exemplify the distinctive advantages of our approach.
Globe
Spring 2024
19
Top 5 Myths About Bilingualism By Olivier Monteil Academic Dean, French Program & Director of French Affairs
Decades of brain research shows that there are both practical and cognitive benefits to being bilingual. For some, however, acquiring a second language at an early age can look like a confusing process. Let's address a few common myths about bilingualism. 1.
Learning more than one language at a time confuses children. Research shows that learning more than one language enhances cognitive abilities, such as executive function skills (focusing, multi-tasking, organization). Across the world, children grow up with two (or more!) languages without negative impact on their educational development.
2.
Not many people are bilingual. Did you know that about half of the world's population is bilingual? In the United States alone, there are over 65 million bilinguals. In the Bay Area, nearly 43% of the San Francisco Metro Area population age 5 and over speak another language at home.**
3.
A bilingual is someone who speaks two languages perfectly and can translate. There are varying levels of bilingualism. depending on what the speaker needs it for (conversational, activities, literacy, etc). Bilinguals also think in two languages, but may not necessarily translate like monolinguals do.
4.
Bilinguals don't mix languages; they only speak one at a time. When bilinguals mix aspects of the languages they speak it's called "code-switching," which can be a sign of metalinguistic understanding. It's also a very common behavior that allows bilinguals to communicate in a bilingual context, without having to use a 'close enough' translation. They use the word or phrase that best fits.
5.
A bilingual education is only for "smart" kids. Children of varying developmental stages and abilities are able to learn another language and have a dual-language education: a bilingual education is not reserved only for "gifted" students. **United States Census Bureau: 2019 American Community Survey 5-Year Estimates Data Profile
Taking Action in Primary Years Programme (Preschool to 5th Grade): From Play to PYP Exhibition By Ying Liang PYP Coordinator
Taking Action is a dynamic continuum that evolves in the Primary Years Programme (PYP) from Preschool to 5th Grade. In the IB curriculum, Taking Action refers to the practical application of learning beyond the classroom. It encourages students to not just acquire knowledge, but also to act upon it. This action can manifest in various forms, from small-scale personal initiatives and self reflections on learning to broader community engagement or even global advocacy. It gives students the opportunity to develop the IB Learner Profile traits and practice the Approach to Learning (ATL) skills.
Spring 2024
21
Early Years (Preschool - Pre-K) In the Early Years, Taking Action is intertwined with the concept of learning through play. Through interacting with the environments and the materials that teachers intentionally set up, students gain hands-on sensory experiences and explore learning through their five senses. This establishes the foundation of their basic knowledge and researching skills. Through immersion in a language-rich environment with conversations and prints, students acquire communication skills with peers and adults. They learn how to ask adults for help and negotiate play choices with peers. Additionally, through teachers highlighting the action piece that students naturally take, a gradual recognition of the IB Learner Profile traits emerge. These recognitions encourage students to extend their actions during play, fostering a deeper understanding of these important attributes. Lower Elementary (K - 2nd Grade) In Lower Elementary School, Taking Action begins by fostering independence in managing one's Learning Profile. Students start reflecting on their learning, utilizing tools such as physical journal books or digital platforms like Toddle posts. This reflection involves making connections with learning content and recognizing personal growth and challenges. As they progress, students transition to applying their learning to realworld contexts. Initiatives encompass small acts of kindness, problem-solving within the school community, and collaborative projects, often highlighted through the celebratory platform of the Learning Celebration. This
event offers parents a firsthand look at the diverse and creative formats in which students proudly exhibit their learning, from engaging presentations to hands-on projects and dramatic performances. Upper Elementary (3rd - 5th Grade) Advancing into Upper Elementary grades, Taking Action takes on a more deliberate and expansive form. Students exhibit a deeper understanding of social responsibility, engaging in initiatives that demonstrate empathy, leadership, and a more substantial impact on their local and global communities. This developmental stage marks a continuum of fostering a sense of agency and cultivating a proactive mindset of social consciousness, preparing students to be proactive contributors in a broader societal context. The PYP Exhibition In 5th Grade, the culmination of Taking Action is observed during the PYP Exhibition. This exhibition serves as a transformative experience where students engage in research, exploration, and practical application of their knowledge. It goes beyond showcasing academic prowess; it symbolizes their call to action. Here, students inquire into issues of local and global significance, showcasing their abilities in critical thinking and creative problem-solving to identify problems and seek viable solutions. This immersive experience fosters the understanding of the IB Learner Profile attributes, demonstrating students as principled, knowledgeable, and reflective individuals capable of identifying and addressing complex issues within and beyond their communities.
22 The Bridge from Middle Years Programme to Diploma Programme
The Bridge from Middle Years Programme to Diploma Programme By Véronique Merckling Interim Middle School Principal
The transition from Elementary to Middle School marks a pivotal phase in a child's academic journey, characterized by intellectual growth, social exploration, and increased independence. Recognizing the unique needs of middle schoolers, our academic approach, centered on the Middle Years Programme (MYP) framework and a strong bilingual education, fosters academic depth of learning and cultivates successful study habits, preparing students to thrive in a globalized world. Beyond rote memorization, effective education cultivates a deep understanding of concepts, explores the 'why' behind the 'what,' establishes connections across diverse subjects, and ignites genuine curiosity about the world. Our inquiry-based approach to learning, encompassing eight diverse subjects, encourages students to ask questions, challenge assumptions, and seek multiple perspectives, empowering them to become critical thinkers and problem solvers. Middle School also serves as a formative period for developing effective study habits, empowering students to take ownership of their learning and manage their workload
efficiently. Our teachers utilize class time, advisory time, and study halls to provide opportunities for students to develop and practice these skills. As middle schoolers navigate multiple subjects with varying expectations and deadlines, they learn to balance schoolwork, extracurricular activities, and personal commitments. The ability to manage time, prioritize tasks, and maintain an organized workspace becomes essential for success, fostering a sense of responsibility and self-reliance that extends throughout their academic journey. The MYP, spanning from 6th to 10th Grade, provides a seamless transition to the rigorous academic challenges of the Diploma Programme (DP), ensuring a smooth transition for students as they continue their education within the IB continuum. While in Middle School, students develop essential subjectspecific knowledge, conceptual understanding, and a growth mindset for learning. Several of these subjects directly contribute to DP courses, building a solid foundation and familiarity with concepts, thereby reducing the learning curve and fostering confidence. As students progress to High School, the inquiry-driven approach, encouraging active participation, discussion, and exploration,
Globe
Spring 2024
23
... effective education cultivates a deep understanding of concepts, explores the 'why' behind the 'what' ...
continues in 9th and 10th Grade, culminating in a Personal Project, a self-directed inquiry on a topic of their interest. This project demonstrates the skills developed throughout their learning journey and provides an opportunity to consolidate their learning and develop important skills for the DP's independent learning component.
Throughout their educational journey at INTL, students receive a cohesive and consistent learning experience, grounded in our school mission and the IB's core values of academic rigor, intercultural understanding, and holistic development. In this crucial developmental period, this cohesive and consistent learning experience helps our students flourish academically and personally.
Middle School Student Works
Histoire: lettre à Malesherbes Anaïs B., 8th Grade Cher Guillaume-Chrétien de Lamoignon de Malesherbes, Je m’appelle Diderot et je vous envoie cette lettre pour vous sensibiliser à l'importance qu’une Encyclopédie a et aura sur notre nation. Tout d’abord, nous savons que l’Encyclopédie a une histoire un peu mouvementée. Le projet, qui a commencé il y a à-peu-près cinq ans, a connu de nombreux rebondissements. Son prospectus, que j'ai envoyé un an avant son début, a connu un grand succès. Quant à l'Encyclopédie elle-même, elle représente plus de 2.000 articles vendus en France, sans compter les pays voisins et étrangers. Ceci nous a incité à créer un deuxième volume, car les connaissances humaines sont infinies et ne peuvent pas être rassemblées dans un seul modeste livre. Toutefois, le conseil du roi a menacé d’interdire l'ouvrage, ce qui serait une catastrophe. En effet, l'Encyclopédie a eu un vrai succès international, avec de nombreux ouvrages distribués en Suisse, en Autriche, à Turin et dans la principauté de Liège. Des milliers d’exemplaires ont été vendus, faisant de ce livre une œuvre très populaire et appréciée. Même si son prix peut paraître cher à certains, cela n’a pas empêché de nombreuses personnes d’en acheter un exemplaire. En effet, les connaissances que l’Encyclopédie apportent sont immenses comparées au modeste coût de l'ouvrage. Ces savoirs devraient être connus et partagés par tous, non seulement aujourd’hui, mais aussi pour les générations à venir, qui ne méritent pas de rester dans l’ignorance. Le but de l’Encyclopédie était de rassembler les connaissances humaines en un seul lieu et de les transmettre à tous, afin que toutes choses, même les plus basiques pour certains, soient expliquées clairement avec détails. Même si cela ne semble pas si important pour certains, le peuple pense autrement. Ce succès montre bien l’intelligence de l’humanité, qui apprécie le savoir. L’Homme a toujours été curieux. Cette soif de connaissance peut être comblée par l’Encyclopédie. D’Alembert et moi-même, tous deux philosophes certifiés, avons consacré notre vie à expliquer avec raison, les choses qui nous entourent. Je suis conscient que cet ouvrage peut être vu comme antimonarchique. Cela n’était pas notre intention. Nous voulions faire comprendre au roi que la loi du plus fort n’est pas toujours la meilleure et qu’il serait mieux qu’il ait le consentement du peuple dans ses décisions. Cela créerait un peuple plus obéissant à son roi, en adhérant à ses idées, se sentant plus libre et important. Si le roi venait à interdire notre livre, tout le monde le verrait comme un homme qui a peur de son peuple et de la révolution (alors qu’un roi doit être fort). Voici pourquoi il est indispensable que l’Encyclopédie ne soit pas interdite. Bien à vous. Diderot
Spring 2024 我的故事
25
Logan L., 8th Grade
我的名字是智斌，我是一个14岁的八年级学生。 我是一个能够处理大量的压力，并且努力进步的学生，此外，我也会通过我的错 误来学习。 这个故事就是我从六年级的开始一直到八年级成长经历，通过不断的努力和反思，我逐渐变得更加成熟和自信。 2021年八月，我进入了中学。 第一个星期，老师们还没有布置特别多的功课。 可是，当他们开始布置功课之后，我发现我被功课 和考试压倒了，特别是中文语言和文学课，以及西班牙文课。 在中文课上，我得到了很差的成绩，而在西班牙文课上，我得到了 一般般的成绩。 有一天，我觉得我不能接受功课和考试的数量，所以我跟我的妈妈讨论，告诉她我不知道怎么管理这么大量的 功课。 妈妈建议我发展我的时间管理能力、优化技能的次序、不要等到最后一分钟才开始做功课，也不要等到最后一天才开始 复习考试。 从此时起，我的中文慢慢地进步，我也变成了一个特别自律的人，百分之百地努力来完成学校给我的任务。
后来，我发现我真的花时间努力的时候，六年级的难度降低了。 但是在六年级结束时，学校又布置了特别多的总结性报告，我在 那时候特别紧张。 我试着慢慢做好学校给我的任务，最后克服了六年级最艰难的部分。 去年六月，学校放暑假了。 不知为什么，我特别紧张，甚至在暑假的时候梦到了考试失败和没有完成功课。 去年八月，终于来到 七年级。 当我回顾过去的时候，我发现其实六年级和七年级没有特别大的区别。 只是就在放暑假之前，我发现我八年级的朋友 要去别的学校了。 我在七年级的时候专心而努力地做功课、复习考试、做总结性报告、反思自己的成绩，每次，我都思考下一次 要怎么做才能更进步。 记得最紧张的一次，是我在做中文课第一单元的总结性报告。 我那时候完全不知道怎么做中国美食，只 知道怎么炒碎牛肉。 我花了至少五小时来学习怎么做福鼎肉片，最后吃福鼎肉片的时候，虽然食物不太好吃，但我学到了怎么 当一个好厨师。 对我来说，七年级的学习过程有时轻松有时艰难。
今年六月，学校放假了。 我在暑假的时候一直想到我的那些去了不同学校九年级的朋友们。 暑假结束了，终于迎来了八年级的 开始。 我特别惊讶，是因为八年级的任务和七年级的任务比较，数量明显增多。 我也在八年级的时候开始练习跑步。 我发现了跑 步和学习的一个共同点：如果我想要成功，我不仅需要努力，也需要不断鞭策自己，这会帮助我发展和增强我的心理素质。 做功 课的时候，我拿六年级的情况相比，告诉我自己：无论我多么紧张或者悲观，我一定会完成这些任务。 现在我相信，我不但会继 续前行，而且会成功。 最后，从我的学习经验中，我想分享给大家的是，如果一个人决定要特别努力的学习，他一定能进步！
Sellin Finn M., 8th Grade Am Meer da liegt die kleine Stadt So Grau und unbekannt Die Umgebung hier ist kalt und matt Die Möwen krähen laut am Strand Im Meer da steht ein weißes Haus Die Farbe blättert ab Die Menschen sehen düster aus Das Geld, das Geld ist knapp Der Horizont verschwimmt im Meer In Häusern leuchten warme Lichter Sie lieben ihre Stadt so sehr Trotz ihrer dunklen Gesichter Im Winter stehen die Strandkörbe leer Am Horizont sind Kreidefelsen Vor ihr da liegt das Dünenmeer Am Meer da liegen Flaschenhälse
A Glimpse into Upper School
28 MYP Personal Projects: Exploration Through Inquiry
Globe
MYP Personal Projects: Exploration Through Inquiry The IB Middle Years Programme (MYP) culminates in 10th Grade with the Personal Project. The Personal Project is designed to be a deeply personal inquiry into a student-chosen topic that puts students’ MYP learning into action, with a specific focus on the Global Contexts and the Approaches to Learning skills (ATLs) that students have developed. The emphasis in the Personal Project is on the learning journey, not the destination. Ultimately, it is a process journal and reflective report, which are more important in the assessment of the Personal Project than the outcome or product itself. Here are a few examples of this year’s Personal Projects. Rock Climbing Journal Hannah G. I will make a rock climbing journal that will track my personal growth, where I am trying to reach a certain level at climbing. Since I have started rock climbing in 2023, I want to further my knowledge, and so in my journal I will also include holds, different climbs, training specific to climbing, equipment, as well as projecting and analyzing routsetting. Documentary on the Epstein-Barr Virus Lucas P. The project will consist of an informative documentary where I will be narrating and presenting information on the Epstein-Barr virus, and how it affects your body, symptoms, case studies, and and how it can affect everyday life from those who suffer from it. Building upon the valuable knowledge taken from prior research in this area not only paves the way for my own pursuits, but creates an even deeper passion for the field within me. The Displaced - Homelessness Awareness Lukas W. My goal is to learn about different types of news media, specific to a newspaper, and to learn about journalistic skills using that knowledge and those skills to find out more about homelessness within the Bay Area and our Community. I plan to create my own publication, as well as I would like to collaborate with established Bay Area publication, The Almanac, to amplify awareness through a dedicated article on this critical issue. Any proceeds I can raise from ads or selling the publication throughout the INTL community would go to Street Life Ministries. Encompassing View of MRIs Yarah H. My project is a research paper about the MRI that will delve into the physics, biological effects, and practical aspects of the technology, covering its history, construction, disease diagnosis, image interpretation, and even addressing patient concerns like claustrophobia. This is a fascinating topic with the intersection of physics and biology, and will be made possible thanks to the wealth of online resources readily available.
INTL & Otto Schott Gymnasium: A Transatlantic Educational Partnership By Claudia Gruber Academic Dean, German Program Silicon Valley International School (INTL) and Otto Schott Gymnasium (OSG) have recently come together to forge a partnership that promises to enrich the lives of both of our students in remarkable ways. This collaboration originated from the successful cultural immersion trip last year, where INTL Middle School students visited OSG’s campus in Mainz, Germany. INTL students stayed with host families, attended classes at OSG, and explored the rich cultural offerings of the surrounding cities of Mainz, Frankfurt, and Heidelberg. These experiences provided an unparalleled environment for language acquisition as students are surrounded by native speakers and authentic linguistic contexts. Through daily interactions with locals, students gained practical experience in listening, speaking, and understanding the language in real-life situations. This partnership was made possible by an INTL student who moved to Germany and attended OSG. This student has since returned to INTL, forming a unique bridge between both schools.
Earlier this year, INTL was proud to return the favor by hosting visiting Middle School students from OSG. Our students were proud to showcase the joys of Silicon Valley and San Francisco with their peers from Germany. Activities included app-supported scavenger hunts, visiting the Wells Fargo Museum, and sharing a meal while enjoying the stunning views from the Salesforce Rooftop Park. One OSG student commented about their trip that, “it was great and I will never forget it. It’s incredible how many cultures are united and how many languages are taught at [INTL].” This partnership is designed to offer students a global perspective, fostering cultural awareness and mutual understanding. The program, which started as a one-time trial event, is now poised to evolve into a long-term commitment to cross-cultural exchange. One of the key benefits of this partnership is the exposure it provides to different teaching methods and approaches. Teachers engage in discussion of the unique strengths and challenges of the American, International, and German education systems. Students from both schools benefit from the experience as it not only enhances academic learning but also builds confidence and independence. Beyond academics and language skills, the partnership offers students a chance to build lifelong friendships. The cultural exchanges and shared experiences foster bonds that transcend borders and may last a lifetime. These connections have the potential to promote international collaboration and understanding in the years to come.
30 IB Learner Profile: Upper School Students Who Inspire
Globe
IB Learner Profile: Upper School Students Who Inspire Beyond providing a framework for our curriculum, the International Baccalaureate Programme strives to develop attributes in students that contribute to their overall success. These outstanding students have been selected by INTL’s faculty and academic leadership as exemplars of the IB Learner Profile traits.
caring
reflective Owen L., 10th Grade
“Owen is a deeply observant learner whose keen eye for details and sharp ability to spot discrepancies enables him to ask fun and thought-provoking questions. The comments he makes in class discussions are rich and sensible, driven by his inquiring spirit and willingness to share. Owen is equally generous in personal conversations; his input is always engaging and amusing.” Linda Lee, Upper School English Language and Literature Teacher & Language and Literature Subject Leader
communicator Martina A., 9th Grade
“Martina is a new student at INTL this year and joined us from Rome, Italy. Martina is an excellent communicator. Her teachers describe her as open-minded and resilient and have commended her for a smooth transition to her new school this year. Martina is a confident student and has been complimented by her teachers for communicating empathetically, for her scientific skepticism, and her community engagement.” Richard Goulding, Interim High School Principal
Sophie G. & Brooks M., 7th Grade "Sophie G. and Brooks M. are shining examples of what it means to be a caring member of our school community. Their unwavering dedication to helping their peers is a testament to their empathetic nature and their commitment to making a positive impact on those around them. They truly embody the IB Learner Profile attribute of caring." Véronique Merckling, Interim Middle School Principal
open-minded Jonathan W., 6th Grade
“Jonathan is always curious and open to new ideas! He considers topics from multiple perspectives, and he is consistently eager to listen and learn from his classmates' points of view. Jonathan often thinks across languages and makes connections between cultures when learning new concepts in class." Clothilde Labrousse, Dean of Students, Pastoral
These students represent some of the nominations from September February.
Please scan here to find out more about the IB Learner Profile
Performing Arts in the Upper School MUSIC by Jeffrey Mehanna Upper School Music Teacher Nestled within the heart of our school lies the school band, a creative haven for students yearning to express themselves. Here, passion finds its voice, and each student's uniqueness creates a space for artistic exploration. Beyond the notes and rhythms, students learn the art of collaboration, discipline, and resilience as they navigate the complexities of various musical pieces. Whether a 6th Grade student mastering the basics or a High School senior refining their skills, the band provides a supportive environment where students not only discover their musical talents but also develop crucial life skills. As they explore songs from different languages, students engage with diverse linguistic and cultural expressions. This not only enhances their language skills but also fosters an appreciation for global perspectives, aligning seamlessly with INTL’s identity. The beauty of our school band lies in its ability to bridge gaps and foster unity. It's not merely a collection of musicians; it's a representation of our collective journey. These students are evolving over the years, not just as musicians but as empathetic individuals who understand the universal language of music. Through
this, they learn to appreciate differences and celebrate diversity. Together, we harmonize not just melodies, but a shared sense of identity and belonging. DRAMA by Sophia Larney INTL Drama Club Faculty Advisor & Upper School Science Teacher Drama Club at our Upper School is an opportunity for students from 6th Grade all the way to 12th Grade to hone their artistic and theatrical skills. This year, students put on a play that was a modern retelling of the Brothers Grimm Fairy Tales. Classics like Cinderella, Hansel & Gretel, and Little Red Riding Hood told through a different, comedic lens to communicate the weird (and often forgotten) truth behind the original stories. In the club, not only do members get a chance to practice acting on a stage, but they also get to see the ins and outs of putting on a theatrical production including costumes, prop design, sound mixing and effects, and stage production. It really is a team effort where students and teachers work together to put on a terrific show. Drama Club allows students from all grade levels to work together on a common project through storytelling, fun costumes, and lots of laughs!
Save the Date Annual 8th Grade Plays: Performed in Chinese, French, and German (Language Programs & USLA) Open to all 8th Grade Students Thursday, May 16th Doors open @ 6PM – Cubberley Community Center Theater *photo from INTL’s 8th Grade Plays 2023
Invitation to follow, all members of the INTL Community are welcome!
A Spotlight on the SSST: Bilingual Learning in your Mother Tongue By Richard Goulding Interim High School Principal
Silicon Valley International School (INTL) and the International Baccalaureate share a common mission to foster intercultural understanding and communication. Through our Chinese, French, and German bilingual programs, INTL nurtures the ability of our students to see the world from different perspectives. Learning through more than one language, students develop a deeper understanding of the viewpoints of different cultures and societies.
Spring 2024
33
INTL is thrilled to highlight our mother tongue program through the DP School-Supported Self-Taught (SSST) Literature A course at INTL. The SSST course allows students to pursue the Bilingual Diploma in English and another first language beyond our three main target languages of Chinese, French, and German. Currently, we have students pursuing the IB Bilingual Diploma in Spanish-English and Italian-English. Indeed, the SSST course is in its third year at our school and we have already had one student successfully graduate with the IB Bilingual Diploma having navigated this pathway. The IB offers a wide range of languages through the SSST course and therefore a pathway to the Bilingual Diploma for students who have mother-tongue or heritage language reading, writing, speaking, and listening skills beyond our immersion programs. For example, this course is also available in Portuguese, Japanese, Korean, Hindi, Hebrew, Russian, Arabic, and many more languages from around the world. Students in the SSST course are supported by the SSST Coordinator throughout their journey. The coordinator works with students to select their texts and charts a personalized course through the Diploma requirements. In addition, students are supported by a language tutor who is either provided directly by INTL or an external professional organization who specializes in supporting this course. SSST literature students study nine works of literature over the two years of the Diploma Programme in the chosen language. These literary works, whilst being in accordance with the IB prescribed reading lists, can be from a wide range of times and places and allow
students to explore both the literary heritage of the target language and also to study works in translation. In terms of assessment, students complete a guided literary analysis and a comparative literary analysis having studied the texts. These assessments require students to think deeply and critically about the readers, writers, and texts, as well as time and place as concepts, and to make intertextual comparisons. As a window into their own heritage and identity, this course is an incredible opportunity for many of our students to develop as learners in our multicultural and bilingual setting at INTL. INTL has further supported the development of the SSST program by sending a member of our faculty for IB training on the course. Our SSST Coordinator attended a workshop at the Singapore International School in Hong Kong led by our partner organization which provides the school with language tutors for the course. The training was very well received and shed new light on best practices in supporting students through this unique educational journey. In essence, the SSST Literature A course at INTL epitomizes the school's unwavering commitment to fostering a diverse, inclusive, and intellectually stimulating environment. It stands not just as a program but as a testament to the school's dedication to nurturing global citizens equipped with cultural empathy and a profound appreciation for the world's myriad narratives.
34 From Inquiry to Insight: Internal Assessments in IB Science
From Inquiry to Insight: Internal Assessments in IB Science By Kirsten Birchall & Chris Southwick Upper School Science Teachers The IB Internal Assessment (IA) is a project-based activity of an 11th or 12th Grade student’s own design. Science IAs are an opportunity for the students to demonstrate their understanding of the science curriculum, as well as their ability to conduct independent research. Students choose their own research question to investigate, and then spend weeks designing a method, carrying out that method, analyzing the results, and finally evaluating their entire methodological process.
DP PHYSICS Marselis S., 12th Grade Marselis explored the rate of evaporation by measuring the effect of solutions with different hydrogen peroxide concentrations, tracking the different periods of oscillation of a drinking bird toy.
Globe
DPSpring BIOLOGY 2024
35
Briseis V., 12th Grade Briseis investigated whether there is a relationship between the moisture of soil and the coverage of pickleweed in the California Baylands. She managed to collect all her data by carrying out fieldwork in the baylands with quadrats. Sarah A., 12th Grade Sarah examined if there is a relationship between Kombucha fermentation time on the microbial diversity in the first fermentation round after 6, 7, 8, 9, and 10 days. She used a software program to calculate the colony-forming units after taking photographs of her agar plates every day. The scientific thinking required to engage in this project naturally flows from skills learned in the MYP curriculum and extends to the students’ learning through a more quantitative treatment of experimental uncertainties, a greater independence in the planning and carrying out of the investigation, and the expectation of a sophisticated comparison between the experimental results and the scientific context.
DP PHYSICS Sam P., 12th Grade Sam explored the mathematical relationship between the grit number of sandpaper and the maximum coefficient of static friction by using an adjustable incline.
36 My Transformative High School Experience
My Transformative High School Experience By Sam P., Class of 2024 Over the past four years at INTL, my high school experience has been nothing short of transformative. Joining the school during COVID times, I was worried as to how I would recover from being apart from society and kids my age for so long. But, from those very first moments, I have had the opportunity to immerse myself in an array of clubs and activities, every second contributing to my personal and academic growth. Through founding the Upper School Drama Club at INTL, being a part of House Leadership, participating in life-changing service opportunities abroad, and learning through the rigorous IB Programme, I am proud of how far I’ve come.
Globe
Spring 2024
37
One of the many highlights of my high school career has been the outcome of my Personal Project from the 10th Grade. I was told that the aim of this project was to investigate and create something related to a topic of profound interest. I created the Drama Club, to allow me the ability to heighten my love for acting, but also provide other students with the opportunity to explore their own creative interests; whether on stage in costume, behind the creation of wardrobe and scenery, or involvement with the technical aspects of theater. I have been able to watch as that club has grown in size and how its participants have flourished, many continuously coming back year after year. As all experiences are filled with challenges and triumphs, the Drama Club had its own too. From organizing auditions to coordinating rehearsals, the experience taught me invaluable lessons in leadership, teamwork, time management, and creative problem solving. Watching the curtain rise on our inaugural performance was not only a culmination of hard work, but also a testament to the power of determination and collaboration that I constantly find ingrained within INTL students. Another impactful experience during my time at INTL was the 9th and 10th Grade service trip to Providencia, Costa Rica. As an Eagle Scout in the Scouts of America, I highly value service, both to our community and the broader world. This trip provided a unique opportunity to apply those principles on an international level. As we planted banana trees, fertilized coffee plants in the local coffee farm, and learned about Costa Rican culture - through making arepas, doing coffee tastings, and indulging in Costa Rican cuisine - my friends and I gained a new perspective on the importance of global citizenship and the positive impacts of community service. The memories of that week resonate as a reminder
of the transformative power of travel and the significance of understanding and appreciating different cultures. Integral to my academic journey at INTL is the International Baccalaureate (IB) Programme. The challenging curriculum and emphasis on holistic development have equipped me with the essential skills needed to succeed in university and beyond. I had previously been a part of the IB before I had joined INTL, however, the IB Programme at INTL, coupled with the supportive and dedicated teachers, has allowed me to become not only a well-rounded student, but an even more outstanding individual. The close connections and relationships that are developed allow for an even better learning environment, and has become a concept that I look for in the universities I am applying to. As I approach the end of my college applications, I don’t find myself nervous about the next steps in life, only excited at the prospect of going to university and being able to apply the knowledge and skills that I have acquired at INTL through the IB and from my teachers. Reflecting on my high school years at INTL, I am profoundly thankful for the support and opportunities that have shaped my academic and personal growth. The diverse range of experiences, from leading clubs to language acquisition and international service, has enriched my understanding of the world and prepared me for the challenges that lie ahead. I am forever grateful for my time at INTL, and the encouragement from my peers and teachers has only strengthened my drive to push myself and become the best version of me. I am disheartened that my schooling at INTL is coming to an end, but I know that for the rest of my life I will carry with me the skills and traits that I have developed here.
38 Upper School: Adventures & Achievements
Globe
Upper School: Adventures & Achievements INTL is a proud member of Round Square; an organization of 245 schools in 50 countries worldwide with the common goal of providing international opportunities for students focused on the Round Square IDEALS: Internationalism, Democracy, Environmentalism, Adventure, Leadership, and Service. This year, INTL is proud to participate in two Round Square international student conferences. First, in April, six of our High School students will embark on a 6-day journey to Nairobi, Kenya where they will gather with students from other Round Square schools to explore the theme, "Global Citizens Tackling Global Challenges," engaging youth in solving pressing worldwide issues that require international cooperation. The program will include keynote speakers, breakout sessions, and excursions and will focus on peace, climate change, global trade, and distress migration. Students will engage in a professionally structured conference to collaborate with peers from around the world and we can’t wait to see what they will share upon their return to INTL! In May, six of our Middle School students will venture to the UK for "A Bushcraft Odyssey" in North Yorkshire. Student delegates will be immersed in the wilderness, sleep under the stars, and cook on open fires. They will participate in team building and collaboration as well as developing new skills in first aid, camouflage, and much more. This adventure will push students outside of their comfort zone and expand their perspectives beyond
the walls of a classroom as they come together to build international relations. In the future, INTL looks forward to providing additional student opportunities through Round Square to enhance our students’ global connections and perspectives. Duke of Edinburgh International Award Our High School students embark on Duke of Edinburgh’s International Award, to attain the Bronze, Silver, and Gold Awards. This youth awards program builds grit, resilience, and character as students demonstrate a commitment to physical activity, community service, and experience transformative outdoor adventure, teaching them to face challenges with confidence. Dream Volunteers Global Service Trips INTL’s collaboration with Dream Volunteers provides opportunities for service trips in Central America. Global service trips are transformative experiences that transcend borders, cultures, and personal limitations. They are an opportunity for students to step out of their comfort zones, engage with diverse communities, and contribute to positive change on a worldwide scale.
Spring 2024
39
"It's amazing to see the students learning strategy and storytelling through their adventures." Candace Ferge, Upper School Learning Specialist Faculty Advisor, Dungeons and Dragons Club
Upper School Clubs INTL’s Upper School offers a diverse range of studentled clubs, in addition to faculty-guided activities. These lunch-time and after-school groups offer students valuable chances to pursue their passions and build meaningful relationships with their fellow students. These clubs establish an environment where students can collaborate, create, and connect, all while doing something they love. Club List Afterschool Drama Art Open Studio Badminton Club Book Club Choir Cinematography Coding Club Crochet Club Dungeons & Dragons Drama Club Eco Delegates Film Club Genders & Sexualities Alliance (GSA) High School Model UN
40
INTL Band INTL Inquirer: HS Newspaper INTL Podcast Club INTL Times: MS Newspaper Math Club Middle School Model UN Robotics Club Rubik’s Club Student Council Ultimate Frisbee Yearbook
"I love that the Drama Club is a safe space and is lots of fun." Nancy S. (11th Grade)
Globe
Upper School Athletics: Camaraderie & Competition INTL’s Upper School Intramural Sports offer an array of athletic endeavors to our students. These inclusive, friendly competitions foster camaraderie, teamwork, and a love for physical activity. Whether on the volleyball court, golf course, flagfootball field, cross-country course, or other arena, our young athletes discover the thrill of sportsmanship and the lifelong benefits of a healthy, active lifestyle.
From the Parent-Teacher Association Dear Silicon Valley International Community, What an exhilarating start to our 2023-2024 school year! We've already witnessed fantastic events, and there are more to come, fostering a stronger sense of community. The Beach Day was a hit, providing families with an opportunity to connect and have fun; we're committed to continuing this tradition! We had two wonderful cultural delights known as Moon Festival and Laternenfest, hosted by our dedicated Chinese and German teachers, respectively. The outdoor Movie Night, with starlit pizza and popcorn, was a success, thanks to the enthusiastic participation of our Upper School students. Skate Night remains a favorite, consistently selling out with eager kids and parents ready to hit the ice! Food and fun had by all. We helped with International Taste Week too! In November, we expressed gratitude to our teachers and staff with a delightful Boba Day, allowing everyone to design their own tea. After returning from winter break the students were immediately treated to Galette de Rois, which offered a chance for your child to become King or Queen for the day! By the time you are reading this, the Lunar New Year celebration will have commenced as we welcomed in the Year of the Dragon! Looking ahead to spring, anticipate another Skate Night, our new Dragon Bowl-n-Roll bowling event, and a secret teacher/staff appreciation treat. The cherished Teacher-Staff Appreciation Lunch is on the calendar as well. And, don’t forget our Great America Day set for early June. Last year’s event was a big hit with all the students. These events are vital for preserving our school traditions, and we couldn't do it without the invaluable support of parents and volunteers. Together with the PTA, parents, and the school, we aim to create a positive learning environment, instilling values aligned with the IB learner profile. We invite every parent to contribute, big or small, to help us sustain this vibrant, multicultural community. Reach out with your support or share your ideas as we continue to gather and celebrate our diverse cultures. As we go through the rest of the year and into 2023-2024, we will continue to bring you as many community events, old and new, that we can. Please don’t hesitate to reach out to us at pta@svintl.org. Sincerely, INTL PTA Erich Sonnberger, President Charisma Canlas, Vice President Linda Wang, Secretary Olivier Crémel, Treasurer
Spring 2024
Letter from the Chief Advancement Officer 43
unity. Witnessing the collaborative efforts of volunteers, teachers, and staff is a heartening experience, highlighting the special camaraderie that transforms Arts Night into a resounding success. Without the tireless dedication of these individuals, such an inspiring showcase of creativity and talent would not be possible. The significance of every contribution to INTL cannot be overstated, making the active involvement of each member crucial to our collective success.
From the Chief Advancement Officer Patricia Colin In reflecting upon the unique tapestry of our school, one cannot help but look at the extraordinary sense of community that sets Silicon Valley International School apart. Amid the busyness of our daily lives, this distinct experience of togetherness is a rare gem that draws individuals to our institution. It is this very sense of belonging that consistently attracts our cherished Alumni back to our doors, a testament to the lasting impact our community leaves on those fortunate enough to be part of it. One noteworthy example of this communal spirit is our beloved annual Arts Night, a celebration of our students’ creativity that also demonstrates our collective
In the pages that follow, we highlight the importance of supporting our school through the donation of resources. While financial contributions undoubtedly play a vital role, many individuals possess a variety of resources. Whether in the form of stocks, cryptocurrency, or other investments, these avenues can contribute significantly to the school's sustainability. We understand that everyone has different capacities for giving, and your thoughtful consideration of donations can make a substantial difference in shaping the positive trajectory of Silicon Valley International School. As we navigate the exciting prospects that lie ahead, I encourage each of you. Whether through volunteering your time, sharing your expertise, or offering financial assistance, your contributions are invaluable. We extend our deepest gratitude to each member of the INTL community, recognizing your profound impact on our school. Your involvement is a testament to the strength of our collective spirit, and with your continued support, we are poised to achieve even greater heights. Thank you for being an integral part of the Silicon Valley International School family.
Spring 2024
Arts Night: Time Travel! This year’s Annual Arts Night theme, Time Travel, took our community through a mesmerizing journey through past, present, and future. Our time-traveling visitors were greeted with a spectacular demonstration by 'Spot,' a futuristic, four-legged, cutting-edge robot from Boston Dynamics, which showcased the intersection of technology and creativity. As everyone stepped through a sprawling "time portal" (i.e., the campus entrance), they were instantly transported to the past, where dinosaurs roamed and interacted to the delight of both children and adults. Upon entering the school's halls, our guests were swept away by a kaleidoscope of colors, sounds, and textures. The hallways were transformed into galleries pulsating with life, each corner revealing a new timeline of artistic ingenuity. Intriguing installations, thought-provoking displays, and interactive exhibits covered the entire campus with elegance and charm. We are thrilled to see the number of alumni who attend Arts Night and choose to revisit year after year. Witnessing so many familiar faces returning affirms the enduring significance of the INTL community in shaping our collective school identity. Arts Night: Time Travel not only celebrated our talented students, but also fostered a sense of community among families as they shared in the joy of their children's artistic odyssey. It was truly a magical experience that left everyone eagerly anticipating the next artistic adventure, creating memories that will linger through the ages and leave a lasting impression on the INTL Arts Night legacy!
45
Ways to Give Supporting INTL has never been easier! There are many ways you can contribute to each and every student at school. Do you prefer to give via credit card so you can earn miles/points while supporting the school? • Credit Card: use the GIVE NOW button at www.svintl.org/donate Is old-school cash or check still your thing? • Cash: drop at reception at either campus • Check: drop at reception or mail to: INTL, 151 Laura Lane, Palo Alto, CA 94303 Maybe you have a DAF or family foundation? • Donor-Advised Fund (DAF): www.svintl.org/DAF Do you have stocks or securities that you would like to donate and skip paying taxes on the appreciated stock value? • Stock/Securities: www.svintl.org/stock Were you an early adapter to buying Crypto, and dig electronic currency? • Cryptocurrency: www.svintl.org/crypto Do you, your parents, or grandparents have requirements to take distributions from your QCD? • From Your IRA/QCD: www.svintl.org/IRA
We are here to help you with any of these giving options! Reach out to Patricia@svintl.org with any questions.
46 Annual Giving Donors
Globe
Annual Giving Donors Donations as of January 10, 2024 Anonymous (73) Anne Aaron & Benjamin Pracht Noura Abul Husn & Chris Borunda Grace & Nicolas Adiba Yvonne Adler-Schilling & Christian Schilling Sara Araghi & Reza Afkham-Ebrahimi Hnin Yu Aung & Adrien Pinard Smita Bakshi & Brian Alleyne Janine Batal-Hakim Marie Bathiche & Marc Suidan Katia Belghadid & Guillaume Calas Ina Berenger Lin Mi & Jiaying Bi Kirsten Birchalli Simone Bishop Mariko Boivineau Onuki & Andre Boivineau Ouliana & Benjamin Bonnet Celia & Jay Hopkins Denise Brohm Lauren & Alex Bullitt Briana Bunn & Tim Ranisavljevic Clara & Paul Butel Élise Cadoch & Pierre-Etienne Cherière Ge Gao & Xinzhu Cai Carla Carvalho & John Ratliff Elsie Chan & Ray Kong Hetal Chandaria & Hitesh Shah Annabel Chang & Jon Wright HsiaoYu Chang Lily & Bill Chang Ya-Ching Chang & Shih-Wei Yen Portia Chang-Yang Lynn Chao & Krishna Koundinya Pidaparthi Ada Chen & Sachin Rekhi Angela Chen & Tushar Jain Ava Chen & Bruce Yang Jing Chen & Qing Liu Sihui Chen & Tian Wang Yihui Chen & Jason Jia Lisa Cheng & Henry Lem Tracy Cheng YeeChieh Chew & Liam MacDermed James Chin Kathleen Chin & Guy Lo Carmen Ching & Jorence Zhen Catherine Chou Shirley Chou & Anthony Cannon Susanna Chou & Eldon Pei James Christian Patricia Colin & Nick Groleau Ana Çorrales & Anthony Moreland
Aymeric Paul & Clara Courtaigne Tyler Craig Xiomara Cruz Jessica Cuellar & Hermann Alpermann Lisa Cui & David Li Caroline De Wagter & Daniel Wolf Philippe De Wagter Madeleine DeCorwin & Denis Martin Hank DeGreef Geraldine Delorme & Kemal El Moujahid Kremena & Henri Deshays Sophie & Hervé-Patrick Desveaux Deniz Dilber Kara & Kevin Doherty Zelie Doherty Bernard Donohue Jordan Duffy Samantha Edgington & Brian Hoffman Linda & Ed Ericson Chris Head & Maria Ferreras Fernandez Carol Ferrieri Agnès Fleury-Gazet Khrystyna & David Flynn Cindy Foo-Irissou & Bertrand Irissou Michelle & Brian Frank Bill Friedman Eileen Fu Angela Fung & Adam Klipple Min Gao Julie & Andy Garlikov Valerie & Blaise Gassend Tyler Gates Grace & Patrick Gengoux Franco Gerber Jennifer & Nathan Gilbert Martha Gish & David Allouche Richard Goulding Barbara & Jon Greiner Claudia Gruber Ayda & Onder Guven Karen & Omar Hafez Lara & Ross Hangebrauck Isabelle & Peter Hau Brenda Herron Anna Hertel Yi-Kuang Ho Lara Hoffman & Nishad Chande Zack Hou Joyleen Huang & Michael Lin Ronald Ho & Crystal Hung Sophie Hussenet & Tony Le Verger Katharine Ip & Ryan White
Sylvie Jannon-Shields Fyza & Cherif Jazra Iman Jeddi & Mohammad Javanbakht Hui Jiang Shih-chu Kao Pauline Kauffmann Estella & Andras Kavalecz Stephanie & Gerrit Kazmaier Amanda Kelso & Cameron Marlow Alison & Mario Khalaf Alina & Vadim Khayms Mandy & Sean Korphi Ela Kozera & Stan Lewandowski Maya Kumar & Ross Metzger Sathish Kuttan Amy Kwong Celeste Lai & Mark Sin Thriven Lai & Philip Lee Gaelle Lamande & Greg Leclercq Mélanie Laporte Ben Laskey Pilar & Will Law Yen Le & Jeff Mar Linda Lee Patti & Danny Lee Samantha Lee & Yindar Chuo Yulin & Peter Lee Ling Lei & Andreas Behm Monica & Alexandre Lenart Elisabeth & Arnaud Lepert Claire Leplat-Frarin Andrea Li & Olivier Crémel Ben Chui & Jessica Li Connie Li & Daniel Olmedilla Jingjing Li & Rong Xiang Ting Li & Ziming Zhai Yunpu & Jian Li Bo Liang & Haoru Zhao Ruihuan Liang Ying Liang & Jinghao Li Jasmin & Paul Limbrey Anna Lin & Jason Chang Cindy Lin & Daniel Anderson Lydia Lin & Patrick Jamp Chang Liu & Shengzhe Yao Claire Liu & James Yin Debra & Calvin Liu Fang Liu & Shutong Yu Katherine Liu & Scott Monosoff Mengyang Liu Nan Liu & John On Rong Liu & Chen Li Sherry Liu & Mark Ge Yihua Liu & Tingfan Wu Caroline & David Lo
Spring 2024
Jessica & Felix Lo Rebekka Loeb & Hans-Peter Loeb Zhenni Long & Michael Luo Alexis & Jeremy Longinotti Marianne Lu & Nic Verzeni Susan & Steve Lunn Trisha Ma & Jeff Dejelo Jean-Marie MacDonell & Martin Carnoy Alexandra Martin-Laws & Shad Laws Ana Martinho Eckert & Patrick Eckert Hannah Mclaughlin Jeffrey Mehanna Emilie Merckling Jean-François Merckling Véronique Merckling Eunice Miao & Haifan Wang Felicity Miao & Kenneth Kang Sumaya & Ed Miner Lindi & Tai Minh Nicole & Matt Moberg Jon Molayem Olivier Monteil Diane Morris Hassnaa Moustafa Yehia & Sami Yehia Milyn Moy & Mark Warren Sindy Mulyono-Danre & Vincent Danré Margaret Musick & Steven Yee Hiromi Nakagawa & Rui Zhang Elsa Ndiaye-Dulac & Paul Dulac Paulina & Mathieu Nervet-Labbe Xiao Niu & Yannong Li Yiding Niu-Giecold & Gregory Giecold Mansoureh Norouzi Rad & Siamak Tazari Suma Nulu & Manish Singhal Jovi & Matt Olson Judy Ou & Dan Yao Carol Ozawa & Bob Burns Faliz Pac Maria Pace Julie Pan Victoria Pan & John Oyler Praise-El Pelemo Lena & Brett Pennington Katie & Marc Pfenninger Dai Pham & P.A. Masse Marios Leventopoulos & Charlotte Pilgrim Lorene Poinsot & Chris Chedeau Rongni Qi & Fei Gao Li Qiu & Brahim Elbouchikhi Navaline Quach & Laurent Kitzinger
47
Judith Rapoport Sydnie Reed & Micah Lewis-Kraus Vincent & Anne Rérolle Valérie Ribo Lulu & Eric Roberts Julie Rocher Cécile & Matthieu Roques Catherine Sallenave Rita & Ajit Sancheti Jérémy Sanna Marianne Santaguida & Josh Powell Youmna Sawaya Cassandra Schaffer Melanie & Michael Schallehn Kristin Schmidt & Thomas Weiss Anna & Jared Schreff Maryam Shabani Megha Sharma & Abhi Aggarwal Jennifer Shen & Shane Combest Julie & David Shen Natalia Shmoilova Rina Singh & Raj Singh Heidi Smith & John Grantz Sybille & Gregory Smith Yvonne & Mike Sorenson Edda Spiekerkoetter & Hans Deurer Tatiana Srebrodolskaya & Tony Sarathchandra Jennifer & Emanuel Strauss Ewa & Jacek Suliga Zhiying Sun & Wei Chang Caroline Tabet & Georges Smine Shu-Chun Tai & Shou-Hung Tang Nicole Taliaferro Fangfang Tan & Weili Liu Guilaume Tapon Isabel Trinh Emily Tsai & Yan Ting Edith Tsang & Mark Alexander Flavia Tsang & Bruce Lin Sarah & Al Tsang Peggy Tseung & Vineet Seth Powen Tu & Eric Yang Susan Tu Yeliz Turgut Noto & Tom Noto Jennifer & Matthew Tyler Ceylan & Cenk Undey Anne Vanhove & Thornton Jacobs Alice Vergne Rebecca Wahl & Thom Phan Rebecca Wais & Derek Wells Amanda Wang Daphenne Wang & Martin Song James Wang & Lingguo Zhu Jia Wang & Adam Toh
Linda Wang & Albert Huntington Xi Wang & Kejia Wu Xiaojuan & Hao Wang Xiaolin Wang & Tanji Hu Ying Wang & Roy Grant Kate Elsley & Tanya Washburn Alison & Brett Weinstein Laney & Rudy Wen Mallory Whisenhunt Malika & Wilson White Anastasia & Marc Wimmershoff Joan Wolkerstorfer Nanako & Elvin Wong Sandra Wong & Bryan Chan Tiffany Wong & Minh Truong Angela Wu Claire Ying & Yang Wu Fangfang Wu & Boyan Li Huitzu Wu & Tsuwu Chiang Jesscy Wu & Mike Symons Julie Wu & Calvin Yang Julie Wu & Ellick Butt Lauren Wu & Dave Liu Showjean Wu Sara Xi Xiaolin Xi & Hui Miao Junyan Xie & Wenbo Zhang Lily Xu Yuko Yamao & Rick Gottscho Cathy Yang Claire Yang & Paul Mishkin Youyou Yang & Jianfeng Hu Estelle & Sinclair Yeh Xi Yin & Wenxi Liao Laurie Yoler & Ben Lenail Marie & Bryson Young Sarah Young & Klaus Bachmann Jue Yu & Jinghai Rao Jenny Yuan & Liang Fang Kate Zhang & Roger Chen Rui Zhang & Xin Guo Yanni Zhang & Dong Wang Alissa Zheng & Anthony Liu Ashlee Zheng & Ken Chan Alison Zhong & Xin Wu Jennifer & Ethan Zweig
We have made every effort to ensure the accuracy of this listing. Please accept our apologies and alert us by emailing Patricia@svintl.org if you find an error.
www.svintl.org/giving
48 INTL Global Babies
Globe
1.
INTL Global Babies
2.
Our Silicon Valley International School community goes beyond our present families, alumni families, faculty, and staff—it also embraces our littlest members! If you are expecting or have recently welcomed a new addition to your family, kindly inform us at alumni@svintl.org. This way, we can send you a Future Global Thinker bib and joyfully share your news with the community. 1.
Alumni Kyle Murao & Jennifer Lu’s child, Teddy
2.
Former Faculty Erin O’Rielly’s child, Olive
3.
Current Parents Youyou Yang & Jianfeng Hu’s child, Elvin
4.
Current Parents Xinzhu Cai & Ge Gao’s child, River
5.
Current Parents Simone & Orinola Gabdebo-Smith’s child, Tele
3.
4.
5.
Spring 2024
49
Alumni Return to INTL 2023 brought an abundance of special INTL alumni moments at events such as Arts Night, INTL Connect Networking events, alumni panels, and even our annual Soirée du Vin Wine Auction. We love welcoming our talented alumni back to campus or other school events and treasure learning more about their life journeys post-INTL.
Soirée du Vin Wine Auction (Left): Jennifer Lu, Kyle Murao
INTL Connect (Left): Jasleen Pelia-Lutzker, Eva Nicolas, Alistair McGregor
Alumni Summer Gathering (Left) Alessandra D., Chih-Hsuan H., Victoria C., Maile S., Jonas P.
Alumni Panel (Left): Emma Nock, Dana Gawlitzek, Karl Yost
Arts Night (Left) Ella Q., Taliah K., Lucie A.
2023 Alumni Rising Star: Maia Chamberlain
Silicon Valley International School’s 2023 Rising Star Award is dedicated to Maia Chamberlain, who attended INTL* from 2002-2012. The award is given to a member of our Alumni community who has made significant contributions or shown excellence within their chosen field. A recent graduate from Princeton University in the study of architecture, Maia is also a world-class fencer. At Princeton, Maia was awarded First-Team All-American honors while on the piste and is currently ranked as the No. 3 fencer in the United States. Her abilities have her on pace to qualify for the 2024 Olympic games in Paris next summer and she currently trains at the Manhattan Fencing Center in NYC. While her journey has taken her to the precipice of the Olympic games, Maia’s path began at INTL’s Early Years Chinese Program in 2002. About halfway through her education, the course of her life may have taken a very different road as her parents began discussing options for middle school after she graduated from the 5th Grade. Her parents ultimately decided to keep Maia at INTL. In fact, Maia leaned even further into the school’s multilingual offerings by taking on a third language - French. Maia recollects a story from her early days at INTL with thoughtful insight. There was a Chinese teacher who had her and other students write one blog post a week - which, at the time, was a lot of extra work. She went to Barbara Greiner (who was then the Middle School Principal) and asked if it was possible to push to one blog every two weeks instead. Barbara responded by telling her, "If I am not challenging you, then I am not doing my job." Maia says that encounters like this helped fortify her endurance for tough challenges, whether they be on the fencing line or in day-to-day tough situations. Being held accountable for tasks wasn’t all that Maia found beneficial, as she describes:
Spring 2024
51
"What was nice about the small classes at [INTL] and the personalized teaching, was that I could have a lot of attention and it helped me focus more. I learned to focus in class and that translated very well in high school." The annual exchange trip to France in 7th Grade also enhanced her worldview, this time through a French international perspective. After graduating from INTL in 8th Grade, she went on to Sequoia High School in Redwood City, where she was a participant in the French IB Programme. (At the time, INTL did not offer a high school program). Throughout her academic journey, Maia not only grew as a student but also as a person. Her studies, as well as travel, shaped the way she viewed the world, growing an empathetic and caring mindset for all around her. Even in a hyper-competitive environment such as fencing, Maia’s thoughtfulness and kind values still make an appearance as she is a mentor for other fencers who are trying to improve. She assists her fencing peers and provides them with valuable insight so that they too can rise up the fencing ranks. "With the reputation that I’ve gotten over the years with my results, a lot of people look up to me and I use that as a moment to be a good role model. Even if people don’t ask for it, I help with mentoring because sometimes lots of kids don’t know what to ask. But, I can see the same patterns that I experienced when I was their age. It doesn’t take a lot to give some mentorship here and there. So, I’ve gotten a reputation in the fencing world where I’m very open and helpful to my teammates."
This thoughtfulness for others also extends beyond the classroom. Outside of school, Maia revealed to us that she and her mother spend the holiday seasons of Thanksgiving and Christmas working to better the community around them through volunteer work with a soup kitchen and toy drive. "Ever since I was 10 years old," Maia explained, "we would always volunteer in a soup kitchen. Every Thanksgiving, every Christmas, I would volunteer for that. I would be in this trailer, from six or seven in the morning on Christmas Day" She would also voluteer at handing out present. "My job [at the toy drive] was to help these kids pick two or three toys that they really wanted and give it to them." She continues, "that was always a really fun tradition. We are Buddhist, my mom and I, so we never really had strong traditions when it comes to Christmas. So we thought a fun tradition would be to give back to the community." Maia would like to continue this important service with her mom, citing how they continue to bond through this service. Maia Chamberlain is a shining example of the values we hope to give to all of our students - the multicultural insight that allows for global thought in an often narrow world. We wish her the best of luck moving forward in her career in architecture where she is currently pursuing employment, her formidable fencing career, and towards her goal of competing on the world stage in the 2024 Olympic Games. *In 2020, the school, formally known as ISTP, changed its name to Silicon Valley International School (INTL) to better reflect its bilingual programs, location, and international values.
Upcoming Alumni Events INTL Alumni Summer Gathering Save the Date! Friday, June 7, 2024 @ 6PM at Cohn Campus Join us for the Annual Alumni Summer Gathering! All alumni and alumni parents from INTL, Alto, ISTP, GAIS, DAS, and PFAS are warmly invited. Delight in a spread of food, exciting raffle prizes, and, at the heart of the event, our vibrant and exceptional international community. This is your chance to reconnect with old friends and forge new connections. Head of School Barbara Greiner will also be in attendance. We eagerly anticipate your presence at this special gathering!
INTL Alumni Paris Reunion Save the Date! Saturday, June 22, 2024 Participate in this unique biennial occasion to rekindle connections and foster new friendships within the international INTL community. All alumni and alumni parents from INTL, Alto, ISTP, GAIS, DAS, and PFAS are invited! Head of School, Barbara Greiner, will be present to exchange stories with those in attendance. Whether you incorporate this reunion into your plans in France or embark on a journey from another city or country, we look forward to welcoming you there!
INTL Connect Networking Event Save the Date! Sunday, August 18, 2024 @ 5PM Alumni, former parents, current parents, and friends are welcome to join the INTL Connect Networking Event. This event offers attendees the chance for in-person connections spanning various careers, industries, skills, and experiences.
52
Globe
Brown University
University of California Los Angeles (3)*
Bryn Mawr College
University of California San Diego (2)
Cal Poly SLO
University of California Santa Barbara (2)
Cal Poly Pomona
University of California Santa Cruz (4)*
Cornell University (2)
University of Chicago
Duke University
University of Denver
McGill University (2)
University of Edinburgh*
New York University (3)
University of Massachusetts
Northeastern University
University of Michigan (2)
Oxford University
University of Montreal
Polytechnique, Paris
University of San Diego
Pomona College
University of San Francisco
San Francisco State University
University of Southern California (3)
Sarah Lawrence College
University of Utah
Sciences Po Menton
University of Washington (2)
Trinity College
University of Wisconsin Madison
This list includes the college and university matriculation of all INTL alumni.
Universite Paris 13
Vanderbilt University
University of Arizona
Vassar College
* denotes the college and university matriculation of INTL’s 2023 High School graduates
University of California Berkeley (2)
Class of 2023 Graduates
University of California Davis (3)* University of California Irvine*
College Counseling at INTL At Silicon Valley International School, we believe in paving pathways to success for every student. Our dedicated College Counselor, Anjanita Mahadoo, helps students navigate the complex college admissions process both domestically and abroad, working with them across the grades, both individually and in groups. Students and families are educated about the preparation necessary for college applications and work to identify students’ personal interests and pathways, in addition
to having access to informational sessions and workshops. Students are also aided in the preparation and registration for PSAT and SAT and provided opportunities to meet college representatives from around the world. Our bespoke college counseling program is designed to unlock each student’s potential, aligning their strengths and passions to the right college or university, ensuring that their next academic step is a leap towards a successful future.
151 Laura Lane, Palo Alto, CA 94303 +1 (650) 251-8500 www.siliconvalleyinternational.org
Our Mission Silicon Valley International School’s focus on inquiry and bilingualism empowers young minds to embrace complexity, think critically from multiple perspectives, and demonstrate integrity and sensitivity across cultures.