ISK Annual Report 2018

Annual Report

www.isk.ac.ke

1

ABOUT ISK

The International School of Kenya (ISK) is a private, non-profit PreK-Grade 12 school created in 1976 through a joint partnership between the governments of the United States and Canada. Nestled on 40 acres of a former coffee plantation, ISK serves the educational needs of both expatriate and Kenyan students who seek a challenging international curriculum which leads to the rigorous International Baccalaureate Diploma program.

ISK’s internationally focused curriculum has helped Kenya become a magnet for foreign business investment and a desired posting for those working for the continuing development of East Africa. Expatriate families consider Kenya a quality career opportunity, in part due to the quality education they find at ISK. Likewise, Kenyan families who want an international, culturally diverse education for their children see ISK as the school of choice.

ISK has over 950 students from more than 65 countries. Graduates earn an ISK North American accredited diploma and approximately 70 percent of ISK graduates earn the IB Diploma, enabling them to study at some of the most respected and competitive colleges and universities in the world. ISK students form a supportive, spirited and diverse community, which enables new students to adapt easily to campus life. Interacting in such a welcoming cross-cultural milieu, ISK students celebrate the unique and wonderful differences and similarities of people from around the world.

The value of respect for each other and for Kenya is evident at ISK, as is a commitment to giving back to the community. Our scholarship program for Kenyan students, together with a broad and dedicated service-learning program which serves our local and national community, have shaped our school values since 1967 and continue today.

In keeping with ISK’s strategic mission and vision, we are dedicated to empowering each student to create solutions for tomorrow’s challenges. Therefore, we have embarked on a multi-million dollar facility and program expansion project to provide students and faculty with the programs, tools and facilities necessary for success.

Once completed, ISK will be able to accommodate 1,200 students with expanded programs and facilities.

Disclaimer: The information contained in this publication was correct as of August 2018. © 2018 International School of Kenya This publication is copyright protected. Except as permitted by the Copyright Act no part of it may in any form or by any electronic, mechanical, photocopying, recording or any other means be reproduced, stored in a retrieval system or be broadcast or transmitted without the prior permission of the publisher.

Graphic design and electronic publishing Mario Zamfir, SchoolBrand LLC www.schoolbrand.com

2

Annual Report 2017-2018

ANNUAL REPORT CONTENTS Message from the Director

4

Elementary School

8

Message from the Chair of the Board of Directors Middle School High School Teaching & Learning Center Award Recipients

Athletics Creative Arts Service Learning Information Technology

Financial Report

Admissions & Advancement PTO

6 10 12 18 20 22 28 32 36 40 42 48

www.isk.ac.ke

3

Director’s Report

The 2017-18 school year started off in parallel with Kenya’s Presidential elections. This said, the school’s focus and energy from day one was on learning as teachers and students created innovative opportunities for personal growth.

Students found their passions early on as both high school and middle school planned alongside their teachers for the unique beginning of the year experiences that our intercultural trip program offers. From learning about the flora and fauna on and around Mount Kenya to understanding ways of life in a Maasai village, students prepared in advance for the trips. Elementary students also participated in their intercultural trips, albeit later in the year, from a study of Amboseli to work with a Sea Turtle Rehabilitation Center on the Kenyan Coast.

This past September, I had the opportunity to participate in the Grade 9 Mount Kenya Intercultural Trip. The trip was a positive experience for the students and teachers in many ways. Not only was the timing of the trip a great opportunity for students to bond with new and different students; they learned about themselves and their strengths. Teachers were able to increase their understanding of each student outside the regular classroom, which in turn helped them personalize learning in the classroom later in the year. With this trip, my belief in the benefits of experiential learning was again reinforced as well as my appreciation for the country we live in.

As to what the future entails for the International School of Kenya, we continue to investigate how learning is designed and interconnected at ISK and to delve deeper into our driving purpose.

This would be our Mission and Vision, which is

4

Annual Report 2017-2018

really the ‘why’ or the overarching purpose of our organization. If the pursuit of a better world through passion, creativity and ambition is the ‘why’, ISK’s Educational Aims are the ‘what’.

The ‘what’ can be thought of in terms of the dispositions and cognitive skills all learners need to be successful in their future endeavors.

This year, by refining and beginning to gather evidence of learning related to our Educational Aims (Create, Solve, Communicate, Act and Learn) and their fifteen performance areas, we took a major step forward in integrating our Aims with our academic standards and CoCurricular Program. We did this strategically as we began the design and development of the LearningBoard platform to integrate these aspects of our curriculum. We are already seeing the potential to positively impact student learning. We are prototyping our unit planning on the LearningBoard together with the various aspects of learning taking place at ISK, from our academic standards to our educational Aims to experiential service opportunities. Over the next year we will have the opportunity to plan and prototype how we report the outcomes of student progress whether dynamically or periodically through this platform. Ultimately, we want to be able to use the LearningBoard to measure the achievement of our Mission, Vision, and Aims through student learning.

The 2017-18 year highlighted again that service learning and global citizenship are integrated into the academic learning experience. Students were able to initiate, participate in, and reflect upon sustainable community projects that are mutually beneficial. This practice was showcased when ISK successfully hosted the Global Issues Service Summit with schools participating from

around the continent and Europe. ISK shared its common passion to build a just and sustainable future. Additionally, the connection between global citizenship and our educational program can be underscored through our innovative student participation in CNN’s #MyFreedomDay. CNN’s live broadcast from ISK on March 14 showcased our students’ commitment to confront and end modern-day slavery through an ISK Freedom video, ISK Freedom Wall, songs and panel discussions.

Strategically, this year ISK purposefully focused on preparing for the Council of International Schools/Middle States Association reAccreditation Preparatory Visit in mid-April. The visit was successful as the CIS/MSA preparatory team was impressed with many aspects of our school. Around this time our Capstone program in Grade 5 culminated with discussions and presentations on environmental issues while the Grade 8 capstone explored a new format with students focusing on human rights. Both of these educational events are now embedded in ISK’s learning culture. We also saw more than 80 students participate in our extensive Grade 10 work experience program in the Nairobi community. In brief, learning at ISK is interconnected; students are able to initiate, participate in, and reflect upon learning in pursuit of a better world.

ISK continues to lead in the areas of the arts, athletics, and academic activities. No one will forget our high school students and their wonderful musical interpretation of Shakespeare’s Midsummer Night’s Dream.

Through ISSEA, the International Schools of South and East Africa regional association, ISK teams competed well internationally, solidifying their reputation for sportsmanship while taking first in team competitions like the girls’ football, golf and tennis team competitions plus a strong finish in STEM Robotics. ISK hosted a successful ISSEA Music and Choir Festival and sent students to all ISSEA activities; from the HS Theater to the Rugby Festival. We continue to contribute locally to the KAIIS (Kenyan Association of Independent International Schools), leading the way in the areas of child protection and security planning, which was especially important during the prolonged election period.

We began construction of a new covered court facility, dubbed “The Lions’ Den”, early this year, and will officially open it at the start of the 2018-19 school year. This facility will enhance our ability to offer a quality sports program in addition to increasing our capacity to host major athletic events. This year we also completed construction and dedicated a new HS Design

and Fabrication Lab, one where students will be able to construct what they have designed alongside a new MS Art Room and clay work area.

Participating in events like our Diversity World Café, International Day and the School Board’s Generative Thinking Session, I have learned how engaged and committed our PTO, parents and the School Board are to the school. At the same time, there is one thing I have continually heard throughout this year; the quality of our teachers, and our staff, makes ISK the school of choice in Kenya and beyond.

When I think back through the school year and about the events that stand out, they all point to the fact that ISK is a positive, supportive community. I think it is this sense of community and the respect we have for each other that stands out. We always look for ways to improve what we do as we challenge students and expand their thinking. As both an ISK parent and its director, I can say this school year was one of exciting improvements and achievement in many areas.

In short, the ISK community continues to strive towards inspiring and nurturing passion, creativity and ambition in pursuit of a better world.

David G. Henry Director

www.isk.ac.ke

5

Chair of the Board of Directors Report

This year presented the Board and school with opportunities for growth as we confronted the challenges brought about by the Kenyan elections. We commend David Henry’s calm leadership, and the steady support from the Leadership and Administration team, especially Robert Onyango and his security staff.

The Board contributed to the school’s Accreditation Preparatory Visit Report that is part of the preparation for the Council of International Schools and Middle School Association Preparation Accreditation Visit. The report lays the groundwork for the re-accreditation evaluation. It was gratifying to confirm ISK is already meeting the Evaluation criteria for each standard in the area of governance and can consider the Future Aspirations criteria for some of the standards in this domain.

For the first time in ISK history, parents had the option to vote in person or electronically for the open seats on the Board of Directors via a secure electronic platform. The goal of electronic voting is to ensure all members of the community have the opportunity to vote regardless of location or schedule. The benefit of electronic voting was evident as the school experienced a significant usage of the platform and an increase in ballots cast.

6

Annual Report 2017-2018

The Facilities committee finalized design plans for the new Middle School and updated the Long Term Financial Plan and the Facilities Master Plan. The Governance Committee reviewed and revised policies relating to electronic voting, child safety, hiring, and emergency succession.

The Finance Committee, with input from the Compensation Committee, prepared and passed next year’s annual budget; the fee increase was held to 3%, the lowest in ten years. Thanks to Committee Chairs Nadeem Noordin, Ann Marie Awori, Lane Bunkers and Frost Josiah for their hard work.

In furtherance of governance as leadership, the September governance retreat with the Board of Governors and Administration team reviewed ISK’s governance structure. Community representatives, including students, provided valuable perspective and suggestions as we revised the Strategic Plan and formulated goals. In January, the two Boards engaged in a Generative Thinking Session, examining the results of the capital campaign feasibility study and exploring the topic of diversity from various perspectives. In March, representatives from the two Boards attended the AISA Leadership Conference, which offered sessions on Women in Leadership, leading organizational transformation and developing excellence in school business management.

Board Mission Statement: The Board will foster an environment where the ISK Mission, Vision and Aims are fully realised Monthly Board meetings offered valuable community engagement: ISK Leadership and Administrative teams prepared written reports; ASB, PTO and Faculty Council provided oral summaries to apprise the Board of issues and events. Student groups presented their experiences and observations on the AISAGISS conference held at ISK and the Round Square International conference held in South Africa. Jodi Lake presented the redesigned ISK Educational Aims and Sue Small presented an Elementary School Intensive Needs proposal for a modified educational program for children

whom ISK currently is unable to support. The presentations are appreciated: we value your input, we value your voice.

Special thanks to: Moez Jiwani and his team for their assistance with the budget; to Jodi Lake for presentations on the curriculum; and to Alexa Schmid for her assistance to the Facilities Committee.

Mimi Steward Chair, ISK Board of Directors

www.isk.ac.ke

7

Elementary School Report

What a delightful and wonderful year it has been. After 12 years leading the elementary school, I have seen it grow from 170 to a 400 strong student center of learning. Our students are curious, problem-solvers, creators and confident about themselves and their learning.

Supporting them are a staff who are caring, passionate and committed to helping each child be the best they can be.

There is more evidence of our understanding of the Educational Aims and their importance in the teaching and learning this year. Students have become more familiar with what it means to create, learn, solve, act and communicate and are beginning to use the language associated with the Aims. As a team we have been collecting anecdotal evidence of these performance areas across all the different learning areas.

Technology integration in the elementary school continues to expand with evolving access to devices and additional resources that enable teachers and students to interact with the ISK curriculum. Additionally, opportunities for computational thinking began to be integrated authentically in the curriculum with some classes using coding to reinforce concepts of storytelling and others using robotics to teach scientific concepts.

This year the ES held two internal events to expose students, teachers, and families to the concepts of coding and making. In class, every grade level participated in the worldwide Hour of Code. During this activity teachers guided students through various coding activities that included both on and off screen opportunities.

8

Annual Report 2017-2018

Finally, this year we held an ES Maker Day “Mkutano Wa Maker”, which provided an opportunity for families to experience making a variety of things including: fruit pizza, robots, obstacle courses, scarves, Little Bits projects, or testing their creative thinking with free build opportunities and the STEAM challenge.

Everyone had a ‘grand old time’ and all the smiles and comments indicated that this event was a smash hit.

In April we celebrated our Grade 5 students elementary school learning as they showcased very meaningful and passionate Capstone projects focusing on the enduring understanding that human activity impacts environmental systems. Capstone is an interdisciplinary unit that shows learning through the ISK Educational Aims. Students are enabled to engage in in-depth, collaborative inquiry, demonstrate independence and responsibility for their own learning, synthesize and apply their learning of previous years and provides an authentic process for assessing student understanding.

Grades 3-5 did the MAP assessment this year in September and again in April. This gives another window into a child’s progress and is just one data point by which we measure a child’s progress. As we continue to strengthen our journey toward becoming a fully inclusive school, we have begun to delve deeper into how we define and recognize our more capable students and then how we plan learning to fully meet their needs.

Our Co-curricular Activities program has continued to grow and develop this year with

more variety of activities being offered. While participation in this program is not mandatory for the students in the elementary school, we have had an average of 90% of our students participating in it and an offering of over 45 activities over the course of the year. These activities include different kinds of sports, martial arts, dances, art and craft activities, cultural activities as well as academic based activities like Math Olympiad. The success of this program has been due to the involvement and collaboration of different members of our community. The instructors were not only ISK teachers but we also had many of our teaching assistants, parents and other instructors from the community offering the different activities.

Continuing to develop strong links to student learning and the grade level curriculum is our Service Learning program. The Grades 3-5 Intercultural Trips continue to evolve and change as we review and revise our curriculum focus.

The Grade 4 trip to the coast was new this year to meet this need; it was very successful and could be a keeper for a while! It connected to the science unit on animal taxonomy and offered the chance to see turtles, snakes and butterflies

up close. Students also had the chance to see birds, fish and other marine life, all adding to the students’ understanding of animal adaptations and how they are suited to the environment.

Service learning was a big part of this trip as students saw how a community got together to take action as they saw the marine environment around them being degraded. They also participated in a beach clean up and identified the more common waste products washed up on the shore, which gave them lots to think about for the future.

It has been such a pleasure and a privilege to serve not only the Elementary School but also the greater ISK community. I know that moving forward it will continue to grow and strengthen its practice and enjoy the wonderful close-knit community that abounds.

Dea-fhéin anois agus is fearr leat breathnú go léir.

Patricia Salleh Matta Elementary School Principal

www.isk.ac.ke

9

Middle School Report

The Middle School had a busy and exciting year.

As both Nancy Remondi (MS Counselor) and I were new to ISK, we spent a lot of time getting to know the systems and structures in place to support students. Middle School is a critical time of emotional, social, physical and academic learning. It is a time when students’ brains are growing, developing and ready to explore new ideas and follow their passions. Our Middle School has strong structures in place to support students nurturing friendships, getting involved in after school activities, athletics, drama, and service learning opportunities.

MS BUILDING DESIGN In the first semester we created a MS Building Design Committee to start dreaming and prioritizing our hopes for a new Middle School building. The Committee based their work on best practices, referring to the Association for Middle Level Education and other exemplar Middle Schools. We looked through the lens of our goals for teaching and learning, in alignment with ISK’s mission, vision, educational aims and our defined pathways to learning. The architect worked with the Committee, as well as meeting with various stakeholder groups to gather input and feedback to develop a concept design. We are so excited about the project, and thrilled with the final concept.

10

Annual Report 2017-2018

SCHEDULE AND ELECTIVES Another big task this year was to create a Scheduling Committee to review our Middle School schedule and how it meets our goals for teaching and learning. We created a committee that read research, reviewed what other international schools are doing, gathered feedback from faculty to develop the design principles, and then created a new timetable.

We also reviewed our course structure of requirements and where we have choice embedded in our program. We are excited for a new electives program to be rolled out next year, along with a new timetable.

ADVISORY, HOUSE SYSTEM AND STUDENT AMBASSADORS In the Middle School we are always looking for ways to support students in their socialemotional learning, nurturing and building community across the Middle School, and also providing an opportunity for students to grow as leaders and give back to our school community.

With these goals in mind, this year we have been working to develop a new Advisory Program, scaffolded with different themes to support students. We also reinstated a House System to help grow and nurture community vertically across the Middle School. In the second semester we started with our new Student Ambassador program.

The Student Ambassadors, in collaboration with our Admissions Office, led tours for prospective families, supported our first New Student Orientation in January, helped with Middle School assemblies, and assumed other leadership opportunities.

PROFESSIONAL LEARNING COMMUNITY This year we have been working to deepen our professional learning community through various opportunities, such as Open Doors Week (where teachers observed colleagues to learn from and with each other), Co-teaching Lab Site Observations, Transforming Schools Workshop, and continuing to find ways to share and deepen our practice when we gather as departments or a whole middle school faculty.

We are continuing to work toward grounding in shared beliefs and intentional messaging about learning at ISK. In addition to the areas highlighted above, we have seen many opportunities over the course of the year for students and teachers to grow, take risks, follow passions and learn.

Whether advocating and using their student voice for #MyFreedomDay, expressing their care and concern for the environment when celebrating Earth Day, or deeply embedding the Educational Aims, our goal and hope has been to provide meaningful and authentic learning experiences in a caring community.

Alexa Schmid, Middle School Principal

www.isk.ac.ke

11

High School Report

The high school enjoyed an excellent year in 2017-18, including students reaching high academic standards, committing to meaningful co-curricular experiences, and finding their voice to engage important issues through student government, GIN TedTalks, innovative new events like the experiential design project, JustCreate, and other avenues.

Among our 73 graduating seniors representing 36 nationalities, 10 studied at ISK for 10 consecutive years or more, a particularly high number for ISK compared to previous years. Two graduates were recipients of our prestigious ISK high school scholarship, one earned the AISA (Association of International Schools of Africa) Award for Excellence in Africa, one earned the AISA Award for Service Leadership in Africa, 51 completed the full International Baccalaureate (IB) as Diploma Program candidates, 33 earned a place on the first semester honor roll, and 11 were members of the National Honor Society.

ACADEMIC OPPORTUNITIES AND SUCCESS Similar to the Class of 2017 with over 86% of the class reporting that they earned a place in one of their top choice universities, the Class of 2018 acceptances featured an impressive list of universities. ISK students continue to perform

12

Annual Report 2017-2018

well on IB examinations, with 95% of seniors who attempted the rigorous full IB Diploma in 2017 earning it. The school successfully completed an IB self-study process, a requirement every five years for IB schools. ISK students enjoyed a wide array of regular high school course options, IB and regular, a feature this year being a new raft of wellness courses and learning labs.

Further expansion of courses was approved for 2018-19 with a focus on arts and languages (3D Art Fabrication, Ceramics Studies, IB Spanish A, IB French ab initio). On a related note, the co-teaching model the school uses to support student learning was expanded into modern languages. Overall, ISK students continue to shine in the classroom, making meaningful choices and demonstrating consistently good habits of learning as learners.

CELEBRATING THE ARTS ISK hosted the ISSEA (International Schools of Southern and Eastern Africa) Choir and Band Festival this year, a creative and collaborative experience involving 184 students from eight schools in Africa. The Festival featured a celebration of African music and a student concert that filled our great stage with musicians.

Some other examples of stunning student work on display included a student-devised rendition

www.isk.ac.ke

13

“The school successfully completed an IB self-study process, a requirement every five years for IB schools.” of the comedy A Midsummer Night’s Dream in an ‘American Bandstand’ Musical framework.

The IB Music Recital focused on recording sessions, with excellent vocal and instrumental performances by students as part of their IB diploma work. The IB Visual Arts Exhibition featured a remarkably wide range of inspiring work in multi-dimensional and diverse mediums, including for example clothing design, digital art, painting, paper embossing, encaustic painting, sculpture, etc. The HS Concert was an upbeat, swinging event, while the Jazz Cafe was an innovative new approach to musical performance in an open-air setting. In short, ISK students showed courage, dedication, creativity and talent, following their own paths and taking the right kinds of risks as learners and artists.

SOME STUDENT-LED HIGHLIGHTS The ISK Global Issues Network team, in collaboration with the Association of International Schools in Africa, hosted a studentled Global Issues Service Summit (GISS) at ISK this year. Using the inspiring theme ‘It Starts With Us’, ISK students heard from keynote speakers such as Ian Oluoch, Lilian Wagala, and Umra Omar while collaborating with students from across the continent in ‘global village’ meetings. A panel of student leaders collaborated to bring CNN to campus as a part of CNN’s #MyFreedomDay, including students creating a music video on what freedom means, a Freedom Day wall on campus, and a special Assembly on modern day slavery. The ASB (student government) modeled inspirational leadership and designed increasingly meaningful assemblies around key themes and RoundSquare ideals. Student leaders reported on accomplishments and shared big ideas, and in one instance answered questions relating to global mindedness and culture in diverse languages including Kiswahili. Students tackled

14

Annual Report 2017-2018

real and diverse challenges, the Students for the Environment for example leading water awareness learning and re-launching our ISK Recycling Center, available for all ISK families to use. Finally, the new Fabrication Lab that opened in January 2018 provided students with a dynamic space to complete collaborative design projects; the Hand Out student group for example measured and made a mold for an elbow-powered prosthetic they designed for a Kenyan boy who lost his hand in an accident.

INSTRUCTIONAL SCHEDULE & EXPERIENTIAL LEARNING The high school took another exciting step with our instructional schedule this year, expanding contact time in IB higher level courses and building in structured experiential learning work for students. Grade 10 students for example participated in ISK’s Work Experience program leading to a week in work placements off campus. Now in the third year of this program, starting with 11 students in 2016, this year we placed 84 students in workplaces off campus with another 15 students working on campus.

Students gained experience in various sectors such as law, education, finance, technology, engineering, medicine, conservation, media and architecture. Some specific highlights included a student book review of ‘Dreams in a Time of War’ published in the Daily Nation, a day in the High Court of Kenya, and an opportunity at Riyo Films to make a short documentary.

In closing, I would like to thank our wonderful faculty and say how very proud I am of our students at ISK, and especially wish our graduating seniors well in their lives as ISK alumni beyond our walls.

Robert Blanchard, High School Principal

Class of 2018 Ceremony Participants Anne-Kingsley A. Bishop Ella Maisha Blanchard Soundarya Chandramouli Chinonso Daniel Charles Pranav Chaudhary Elizabeth Mary Rose Clurman Anaiah Mariama Daniel Robyn Sue Davies Sanya Deen Youssoupha Dieng Alessandro B. Di Filippo Lorna A. Fida Karizma Kaur Gadhia Thomas Geleschun Philip D Gelsinger Liav M. Grinberg Benjamin C. Groves Tristan P. Guarnieri Omar Gulam Oceane Ihirwe Ha Eun Im Cassandra Maria Irish Natasha Karuho Ishimwe Jana Jovcheva Berny N. Kabalisa

Chantal Njeri Kamau Yasmien Khaled Ishani Khanna Winnis Kennedy Lokule Moses David Lominyo Naheeda Arifali Madhani Douglas Maina Khadijah Manjang Marco Massoni Ntsang M. McCormick Hector Irvine Miller Hiromi Mizuno Raza Muhammad Mustafa Seretti Maria Nannes Chitsidzo Ndlovu Tara Nefdt Leila Nurmukhametova Lisa Eleonore Nylund Tracy Odhiambo Jeffrey Walter Adeya Ouma Kishalia Padayachee Junehyoung Park Anuja Patel Sarina Anushka Kalpan Patel Hettiarachchige Delon Perera

Emily Hannah Thandiwe Print Maisie Proctor Neel Jai Radia Arundarasi Rajendran Caroline Ramilo Henry Emma Rigassio Bernardo Rilla Vignale Kosuke Sakanashi Aahil Gulamali Saleh Ziade Sarroukh Ana Cristina Satzke Félix Schärer Nisá Mareldiya Soltani Ji Min Son Anna Marie Stenning Mahlet Muluneh Sugebo Andrea Aditi Taylor David Tchoumak Serish Thakker Charlotte Marieke Vogtlander Vincent Kafungo Wangure Tana Grace Ryan Werner Ebba Sofia Wilson

www.isk.ac.ke

15

Diploma Programme Report

International Baccalaureate Examination Results This past year, ISK expanded the number of IB courses with the addition of Spanish A Language & Literature and French ab initio. The IB online Pamoja program also provides additional course choices for some of our students. This year ISK registered seventy five candidates for IB exams.

Diploma Programme

Diploma Programme

Full Diploma Programme candidates

49 (67%)

40 (61%)

Diploma Programme certificate candidates

22 (30%)

24 (36%)

IB DIPLOMA PROGRAMME CANDIDATES

Year 2 (2018)

MAY 2018 IB EXAMINATION RESULTS: Forty-nine seniors were enrolled for the IB diploma, representing 67% of the 2018 graduating class. Fortyfive seniors (92%) successfully earned the IB diploma.

The average diploma score was 33 (international

Year 1 (2019)

average is 30). The highest diploma points awarded to a candidate was 43 (out of a possible maximum of 45). Twenty-six additional juniors and seniors completed IB courses either for certificates or in anticipation of their 2019 diplomas.

IB DIPLOMA SCHOOL STATISTICS:

67%

Percentage of seniors attempting the diploma

Percentage of candidates who earned the diploma

92% 33

16

Annual Report 2017-2018

Average course grade obtained

by IB diploma candidates

43

Average points earned

by IB diploma candidates

5.13

Highest points earned by IB diploma candidates

2018 UNIVERSITY ACCEPTANCES UNITED KINGDOM Brunel University London City University of London Durham University

Imperial College London Kings College London Lancaster University

Full Sails University

University of Tampa

Gustavus Adolphus College

Virginia Common Wealth University

George Washington University Hendrix College

Hofstra University

Hult International Business School

Leeds Arts University

Jefferson (Philadelphia University + Thomas Jefferson University)

Manchester Metropolitan University

Loyola Marymount University

Norwich University of the Arts

Massachusetts College of Art & Design

Queen Mary Univ London

Michigan State University

University College London

North Carolina State University

University of Bath

Otis College of Arts and Design

University of Brighton

PrattWMP College of Art & Design

University of East London

Rutgers University

University of Exeter

San Francisco State University

University of Greenwich

Sarah Lawrence University

University of Law

Schiller University

University of Manchester

St. Louis University

University of Nottingham

Syracuse University

University of Sheffield

Texas A&M University

University of St. Andrews

Tulane University

University of Suffolk

University of California, Los Angeles

University of the Creative Arts

University of California, Irvine

University of West London

University of Cincinnati

Westminster Kingsway College

University of Connecticut

Loughborough University

Lawrence Technological University

Middlesex University London

Maryland Institute College of Art

Oxford Brookes University

Miami International School of Art and Design

School of Oriental & African Studies

New York University

University of Aberdeen

NorthEastern University

University of Birmingham

Pace University

University of Bristol

Quinnipiac University

University of Edinburgh

San Diego State University

University of Glasgow

San Jose State University

University of Kent

Savannah College of Art and Design

University of Leeds

Seton Hall University

University of Northumbria

St. Mary’s College

University of Reading

Temple University

University of Southampton

The New School

University of Stirling

University of California, Davis

University of Surrey

University of California Santa Barbara

University of Warwick

University of California, San Diego

University of York

University of Colorado, Boulder

York St. John University

University of Denver

UNITED STATES OF AMERICA

University of Illinois, Chicago

Adelphi University

Agnes Scott College Barnard College

California State University, Long Beach California State University, Northridge Clark University

Coastal Carolina University College of William & Mary Concordia College

University of Florida

University of Maryland, College Park University of Michigan

University of New England

University of New Hampshire University of PIttsburgh

University of Rhode Island

University of South Florida

University of Virginia

Wentworth Institute of Technology CANADA Brock University

Carleton University

Haskayne School of Business at the University of Calgary McMaster University Queen’s University Trent University

University of Alberta

University of British Columbia

University of British Columbia - Okanagan University of Calgary University of Ottawa

University of Toronto University of Victoria

University of Waterloo

Vancouver Island University Western University

Wilfrid Laurier University EUROPE American University of Paris

Delft University of Technology Ecole hôtelière de Lausanne Erasmus University

EU Business School

Fontys University of Applied Sciences Hanze University of Applied Sciences Hungary Medical

Leiden University College

University College Utrecht University of Amsterdam University of Gronngin

University of Nicosia Medical School Vrije Universiteit Brussel (VUB) University College Roosevelt Maastrict University OTHER Carnegie Mellon University- Qatar Emirates Aviation University

International Medical University

Nanyang Technological University National University of Singapore

Ritsumeikan Asia Pacific University

The Hong Kong University of Science and Technology

United States International University - Africa Yale-NUS College

University of Southern California

www.isk.ac.ke

17

Teaching & Learning Center Report

ISK’s Teaching and Learning Center (fondly known as the TLC) is always abuzz with students, parents and teachers. The TLC is home to the Director of Teaching and Learning (Jodi Lake), the Student Support Services Coordinator (Sue Small), and the Technology Integration Coordinator (Kathleen Chromicz). The goal of the TLC is to provide training and resources (from people to print to creative ideas) for teachers and parents as well as students.

HIGHLIGHTS IN THE TLC THIS YEAR INCLUDE • ISK’s Learning Designs and Educational Aims - This has been a strategic objective for the past several years and this year we can celebrate that the final draft of what these truly mean for students has been written and approved. Included in this final documentation is specificity around what we will see students of all ages doing when demonstrating the skills of: Learn, Communicate, Create, Solve and Act.

18

Annual Report 2017-2018

• We have begun the re-accreditation process this year by writing our preparatory report and hosting two representatives from CIS (Council of International Schools) and MSA (Middle States Association) as we prepare for next year’s full self-study. The Visiting Team was very positive about the work that ISK is doing and offered many commendations as well as suggestions as we begin our full self-study.

• The Student Support Services program continues to grow in its support of diverse learners. Building capacity in teachers to best personalize the learning for all students has remained a focus for all teaching faculty this year. One focus this year was teachers’ ability to co-teach effectively to support more students individually in a class. Another focus has been on developing greater understanding of how ISK identifies and serves students who need extension in a particular area of learning.

A strong SSS staff and program design has become a cornerstone and a tribute to ISK’s commitment to building greater inclusive practices.

• Technology integration has taken off in all divisions. A new Middle School Makerspace was developed and, with the addition of the High School Design/Fabrication Lab (FabLab), more options for both academic classes and co-curricular programs have become available for students. Teachers work in partnership with the tech integration teams to support learning in the classrooms. Coding and use of the ISK Design Cycle is integrated into learning projects beginning in PreK; MS students explore the math and physics needed for designing and building an effective projectile device such as the trebuchet used in the Middle Ages; our HS students are designing their own projects and creating their own learning paths including 3-D printing and design. In addition, the collaboration between ISK and Children’s Garden Home saw the combined teams compete in the city-wide First Lego League as part of ISK’s commitment to community partnerships.

PROFESSIONAL LEARNING ISK continues to be a center for professional learning in Africa. This year we have continued our focus on personalizing learning and building capacity in teachers to do this for all students.

Professional learning institutes have included:

Co-teaching, Highly Capable Learners, Phonics (Orton Gillingham) and Fitness. In addition, the focus this year has inspired us to rethink how we understand, celebrate and teach in such a diverse community. This will continue to be a focus next year.

ISK has begun to serve more than our international school community by supporting professional learning for our greater community.

This year ISK offered two professional workshops that were open to local schools and projects.

Both ‘Instrument Repair and Maintenance’ and the ‘Kiswahili Consortium’ included participants from as far as Eldoret and as close as Kangemi and ISK. These learning opportunities allowed participants to forge new relationships and develop a wider community of practice. In addition ISK hosted 46 universities (from all over the world), 30+ counselors and more than 150 students from schools in Africa for a Higher Education Fair.

The TLC is certainly a place where innovative ideas are encouraged, nurtured and celebrated.

Everyone is invited to drop in to see what we are working on now!

Jodi Lake, Director of Teaching and Learning

www.isk.ac.ke

19

2018 Award Recepients

Jana Jovcheva / Gr 12 AISA Award for Excellence

Kafungo Wangure / Gr 12 Director’s Award

Ella Blanchard / Gr 12 Service Leader Award

Emily Print / Gr 12

Outstanding Scholar Award

20

Annual Report 2017-2018

Vanessa Ndirangu / Gr 11 Outstanding Scholar Award

Vanshika Virmani / Gr 10 Outstanding Scholar Award

Yashna Khatry / Gr 9 Outstanding Scholar Award

Revathi Mandava / Gr 8 Outstanding Scholar Award

Gavra Sapta / Gr 8

Outstanding Leadership Award

Adrien Chung / Gr 7

Director’s Award for Creative and Critical Thinking

Vaunshika Bagalwadi / Gr 7 Outstanding Scholar Award

Christine Okulo / Gr 7

Outstanding Leadership Award

Zachary DiConstanzo / Gr 6 Outstanding Scholar Award

Mandisa Mathew / Gr 6 Outstanding Leadership Award

Luzia Verani / Gr 5 Merit Scholar Award

Josephine Widdowson / Gr 5 Director’s Award for Creative and Critical Thinking

www.isk.ac.ke

21

Athletics Report

An example of this includes students volunteering as coaching assistants during our Elementary School Saturday morning sports program. This popular service activity allows these leaders to learn from qualified coaches and pass on their own experiences and passion to our upcoming athletes of the future. Also, the High School Lions Pride group continues to support the Athletics Department in numerous ways. They are most visible when organising and managing large tournaments hosted by ISK. They excel in this area and receive many compliments for their mature and organized efficiency.

This has been another exciting year for the growth and development of the Athletics program at ISK. More than 60 ISK teams have been giving the Lions ROAR to local and international teams. The Athletics program has been developing a number of different leadership opportunities to give our students more ways to Create, Learn, Act, Communicate and Solve.

22

Annual Report 2017-2018

ISK’s participation and performance in ISSEA has been impressive this year. We have had 230 students involved in these international sporting and cultural events. This is an all time record for ISK! These ISSEA events are a special highlight for our teams and offer amazing opportunities including competition, travel and building strong relationships within their teams and across the continent.

ISK Girls Hockey was a hit this year...

www.isk.ac.ke

23

Individual Sports Awards

ISSEA HIGHLIGHTS

24

Annual Report 2017-2018

Cross Country Boys

4th Place

Boys Track & Field

3rd Place

Girls Basketball

3rd Place

Boys Swimming

3rd Place

Girls Swimming

4th Place

Girls Rugby

Champions

Boys Rugby

2nd Place

Golf Team

Champions

STEM Team

2nd Place

Boys Tennis

Champions

Girls Tennis

Champions

Girls Football

Champions

ISK Lions dominating on our home turf!

www.isk.ac.ke

25

As we anticipate the 2018-2019 school year, the athletics program looks forward to an exciting new addition to its already impressive facility portfolio.

Win, lose or draw we are all extremely proud of our Lions teams and the sportsmanship we see them display. What a great advertisement for ISK!!

The Lions’ Den, our new covered court/gym, is due to be open and operational by the time we start back to school in August 2018.

This long awaited facility will be a big boost to our program, giving more space for coaches to work in, reduce those ‘rained out’ practices and allow us to offer bigger and better tournaments.

The Lions’ Den

Over 230 ISK students participated in international sporting and cultural events

26

Annual Report 2017-2018

Athletics at ISK is all about having fun....

www.isk.ac.ke

27

Creative Arts Report

ISK ART It has been a busy year in the Fine Arts Centre!

A growing number of students from all divisions present their work IN bi-annual Art Exhibitions.

ISK opened up new learning spaces as well.

January 2018 saw the Inauguration of the FAB LAB and the opening of the new Ceramic Studio.

The Elementary Art program moved into a second Art classroom. Tracy Williams came on board as our Early Elementary Art Educator.

With Jodi Watkins, Upper Elementary students created diverse artwork in 2 and 3 dimensions, explored the elements of art, and appreciated the principles of design.

Middle School Art also inaugurated a new classroom and welcomed Eleanor Miller to the new Middle School Art position in January.

The High School Art program continues to grow, thanks to the foundational work in the Middle and Elementary Art programs. Instructor Charlie Nicholas guided 19 students in presenting their work at the IB Art Exhibition.

28

Annual Report 2017-2018

MS AND HS DRAMA Congratulations to the ISK Drama Department for a school year of inspired performance!

Collaboratively, students and educators created the Thursday Night Live variety show. This platform allows students to perform in a semiformal setting. Five TNL shows were presented this year, with plans to continue next year.

The MS produced an original performance of “Trolls: The Untold Story”, directed by Kate Oliverson. Middle School Music and Drama Departments collaborated to create three days of performances. Sixty students formed the cast, band, and stage crew.

The HS produced two shows. “Black Comedy” was directed by IB senior theatre student, Hector Miller. The second show, “A Midsummer Night’s Dream” was a devised version of Shakespeare’s.

Director Jill Hire guided students in re-writing the story into a 1950s musical. This play was selected in order to align with the English Department’s cross-divisional initiative to read the same Shakespeare play.

Original artwork by: Natasha Ishimwe Grade 12

www.isk.ac.ke

29

ISK MUSIC Laois Rogers took over the Upper Elementary program and continued to build it up. Grade 4 students expanded the six-week recorder unit into a year-long project. Grade 5 completed a semester of introduction to band instruments and jammed with the Nairobi Slum Drummers.

This led to a Capstone Drumming Unit with Mr. Dhidha.

During second semester, Middle School musicians collaborated in “Trolls: The Untold Story�. The musical featured live music performed by the MS band and arranged by Mark Anding. Mr. Anding also brought the Jazz Cafe concept to ISK, much to the delight of our audiences.

ISK Lions make beautiful music....

30

Annual Report 2017-2018

The High School Music Department hosted ISSEA Music 2018. Under the leadership of Gwendolyn Anding, more than 180 student musicians from seven schools presented a powerful ISSEA Finale Concert on February 24, 2018.

Our Private Lesson program is rapidly growing!

Thanks to efforts of our Private Lesson Coordinator and Early Elementary Music Educator, Rachel Aondo, Private Lesson recitals hosted over 75 students during first semester!

Gwendolyn Anding Creative Arts Head of Department

Rich and colorful pieces from our talented artists....

www.isk.ac.ke

31

Service Learning Report

The service learning program has been in operation since 2010. In 2012 the CAS program became an ISK graduation requirement and the service learning program is one component of that requirement. In 2017-18 a committee conducted a review of the service program, which was designed to: 1. Evaluate current philosophy, policy structure and practices for the delivery of the Service Learning Program in the context of ISK’s Mission, Vision, Educational Aims, and Round Square Pillars.

2. Evaluate the effectiveness and sustainability of the current operational practices and resources for the program as it relates to child protection and care.

The Service Learning program enables students to initiate, participate and reflect upon learning in pursuit of a better world. In addition, ISK strives to develop students of character who learn, create, act and solve in a collaborative and engaging environment.

The ISK co-curricular program, in particular the service learning strand, aims to reflect ISK’s Mission, Vision and Educational Aims.

ISK currently runs 16 service-based clubs,10 Wednesday afternoon service projects and five independent student projects.

32

Annual Report 2017-2018

3. Make recommendations to school management and governance about future policy and delivery of the service learning program to ensure the continuation of high quality programs based on best practice.

4. Make recommendations to develop an in-depth program linking service learning to the curriculum based on what the most current research endorses as ‘best practice’.

The Committee’s recommendations will be developed into an implementation timeline that will be initiated in the 2018-2019 school year.

Student Voices Playing with kids and just interacting with them makes me feel super complete. It makes me so happy and I feel super fulfilled especially if it’s a child that doesn’t get much love. If the child even smiles I feel that I have made their day one bit better and for me that makes me feel excited and relieved for their sake. Collaboration is a very beneficial act and allows for different individuals to come together or different groups to come together and cooperate.

Working to solve global environmental issues through introducing more recycling bins, cutting down the school’s paper usage massively, or simply teaching and allowing elementary school students to plant trees on campus. This allowed us as a club to not only make global issues seem more manageable and engage ourselves, but also students of the school, the future generation of possible changemakers.

Caroline Henry (Grade 12), Interact

Tristan Guarnieri (Grade 12), SFE

Thank you ISK for teaching us so many things even those which we never knew.

We learn Kiswahili during our Wednesday visits and use language as a tool of exchange which allows us to engage in authentic collaboration with our community partners.

Valentine Maina, student at Kangemi Resource Centre

Alicia Fitzpatrick (Grade 9), ISK Shangilia service project

Through the HeArts program I have learned how to interact and collaborate with others.”

Cheyenne Kamau (Grade 10), ISK HeArts project

Thank you ISK for sharing this moment with us. I wish you could be coming again and again. Coming to ISK is really enjoyable because it is a big family, with wonderful people.

Margaret Muthoni, Student at Children’s Garden Centre

My service club, Students for the Environment (SFE) has helped me undertake challenges, initiate and commit to activities, all while engaging with issues of global significance. I joined the club out of curiosity and have left it learning my calling for university.

Yasmien Khaled (Grade 12), ISK SFE

Service Learning Project Participants Service Learning Statistics

2016/17

%

2017/18 Sem 1

%

ES

394

100

395

100

MS

200

79

216

96

HS

334

100

323

100

www.isk.ac.ke

33

I really enjoy coming to Children’s Garden Centre. It’s a great experience for the ISK kids because we get to be free for some time and just be kids as well as learning about the different lifestyles of other people.

Rahel Mitslale (Grade 10) ISK Children’s Garden Centre service project

34

Annual Report 2017-2018

As a student led program, HeArts provides an environment in which children are able to experience the power of the arts and its impact on our health and human relationships.

Provide youth with an outlet to express their creativity, in a safe and welcoming environment.

Ella Blanchard (Grade 12), HeArts

www.isk.ac.ke

35

Technology Report

TECHNOLOGY DEPARTMENT This year the ISK Technology Department extended our design thinking focus, expanded design/fabrication spaces and equipment, explored new ways to deliver and report on technology implementation within curricula, supported teachers and students in ProjectBased Learning, trained students and staff in Global Digital Citizenship, and advanced our technology and systems.

36

Annual Report 2017-2018

DESIGN THINKING AND LEARNING PATHS Design Thinking has become a routine language for working together to improve learning, teaching, and school developments. Our new High School Design/Fabrication Labs and Middle School MakerSpace were developed through a design process that continues as it evolves.

Collaboration with teachers and students in these spaces has led to increased demand for STEM offerings, including a high enrollment in the IB Design Tech classes for 2018-2019.

Experimenting in the Maker Space...

HS and MS teachers and students collaborated in curricular and co-curricular projects. Students developed individual learning paths through designing their own projects and developing solutions to problems that they identified around them.

Projects included: • 3D printing a prosthetic hand for a Kenyan boy • building hovercrafts • using physics to design trebuchets in a Middle Ages unit • designing an app that helps people in outlying areas report broken pipes sooner so that less water is wasted • building a plastics shredder for recycling plastic • constructing an arduino-based laser engraver for the MakerSpace Many projects have been highlighted on the new display in the lounge area of the Commons.

Students gained confidence in developing their ideas and extending their community and global influence.

To build community and to celebrate the joy of tinkering and making, ES teachers and staff created Family Maker Saturday (Mkutano Wa Maker). Parents and children eagerly joined together in building, navigating, cooking, knitting, and experiencing a variety of STEM activities.

ES grade levels also continued to build and use their own MakerSpaces in their common areas.

Robotics interest and expertise continued to grow with two Middle School Inter-School teams (ISK and Children’s Garden Centre) competing in the First Lego League and three High School teams competing at ISSEA STEM. Pre-K students experienced off-screen robotics through Beebots while other elementary students programmed robots with Lego WeDo or created stories through programming with Scratch Junior.

All these activities strengthened our students’ computational thinking.

www.isk.ac.ke

37

TECHNOLOGY FOR TEACHING AND LEARNING This year, ISK entered in a partnership with Interactive Data Partners (IDP) to build a platform called Learning Board for unit planning, student feedback, and portfolios. This year we also designed a new approach to technology integration that emphasizes digital teaching and learning strategies. In the next school year, teachers will identify digital strategies during unit planning and students will include them as they choose portfolio artifacts and reflect on the Educational AIMS. While teacher volunteers designed and prototyped the unit planner, ICT teachers worked to develop the digital strategies and tools to provide improved access to technology integration.

too limiting. We worked to develop a portfolio module in Learning Board that engages students interactively through reflection and feedback. We plan to pilot Phase 1 in the Middle School during the first semester of the 2018-2019 school year.

Digital portfolios have been used for four years in Middle School and for 2 years in ninth Grade.

As our expectations for portfolios have changed from simple collections of work to reflections on progress in learning and linking to the AIMS, we found the Google Sites-based platform

Kathleen Chromicz Technology Integration Coordinator

38

Annual Report 2017-2018

TECHNOLOGY ADVANCEMENTS In the 2017/18 school year, we continued to upgrade and improve technology services at ISK. We have upgraded our connection to the Internet from 150 Mbps to 200 Mbps and improved our wired backbone bringing 10G access to most areas. Over the summer, we will complete the WIFI upgrade in the last of the internal areas: the Elementary School classrooms and Creative Arts Building.

Douglas Irish Director of Technology

STEM and fun....

www.isk.ac.ke

39

Finance Report

YEAR IN REVIEW FINANCE 2017-2018 Due to the strong enrollment numbers for the 2017-2018 school year, the original boardapproved budget was revised during the school year and allowed for a robust financial situation by the end of the year. Building on that positive momentum, the approved budget for the 20182019 school year has the lowest percentage fee increase for the past ten years. A positive balance is projected in the 2017-2018 for the Operational, Capital, and Food Service budgets.

40

Annual Report 2017-2018

The Board of Governors and Board of Directors provided guidance and fiduciary oversight to ensure that ISK remains on a firm financial footing. A regular review of the school’s LongTerm Financial Plan (LTFP) by the Finance Committee and Board of Directors ensures that ISK’s financial position remains sound, especially in light of the upcoming construction of the new Middle School.

Moez Jiwani Business Manager

www.isk.ac.ke

41

Advancement Report

ADMISSIONS Telling the story of ISK is key to helping new families understand and decide if ISK is the right match for their family. We have a great story to tell and not surprisingly, many new families agree. As a result, ISK’s enrollment rose to 958 students this year, a record number of students and their families who are part of the ISK family. This continued growth in enrollment is a testament to the expertise of ISK’s dedicated staff and faculty, excellent facilities and our reputation as one of the best, most welcoming schools in Africa and the region.

YEAR IN REVIEW It’s hard to imagine a school year with more excitement, drama, and accomplishments. The ability of the ISK community to adjust to a variety of challenges and changes throughout the year is commendable. This is certainly true of the Advancement Office team who serve as the front line of ISK communications, event planning, community relations and most importantly, the face and voice of ISK when admitting new families to ISK.

42

Annual Report 2017-2018

Each year begins with the New Family Orientation in August prior to the first day of school. This event is appreciated and well attended by families anxious to get settled before school starts. It is also an opportunity for new students to meet their “buddies” and start adjusting to life at ISK. Given that ISK offers rolling admissions, this welcoming attitude is evident and appreciated throughout the year.

COMMUNICATIONS & COMMUNITY RELATIONS The Advancement Office is responsible for guiding the school’s communications and ensuring effective communication both inside and outside the ISK community. The goal is to tell the ISK Story in print, in person and through

electronic communications, a job that is both challenging and extremely rewarding.

Celebrating ISK’s unique diversity and culture is what we do every year at the Welcome Back Picnic and this year’s event was no exception.

Over 1,000 students, parents, faculty and staff renewed old friendships, made new friends and celebrated the uniqueness of the ISK Community. Other events during the year included two Open Days which were organized together with the Admissions Office, and #MyFreedomDay held in conjunction with CNN. #MyFreedomDay was a day-long studentdriven event to raise awareness of modern slavery. To mark the day, students around the world organized events at their schools to draw

attention to modern slavery and to celebrate freedom. ISK students expressed their thoughts on how they can contribute to creating a world without human trafficking and without slavery...a world where freedom is the norm.

This year also saw improvements to a key communications tool - the ISK Website. While this is an ongoing project, our website was upgraded to be more efficient, user friendly, easier to navigate and visually appealing.

With feedback from parents, students, faculty, and staff the year concluded with a revised Communications Strategy/Plan to help guide all of ISK’s communications efforts. This has set the stage for continued improvement of all ISK communications.

www.isk.ac.ke

43

The focus of the Inspiration Initiative is on improving education in Kenya and in particular, education for students outside the walls of ISK. This commitment to the local community resonates with parents, faculty, staff and alumni as seen in the

continued growth in participation from the ISK Community.

Thank you to everyone who participated in helping support these three important programs.

$16,063 $2,843 $5,000

ISK Scholarship Program

Your support ensures that this vital program is sustainable for years to come and guarantees a ‘Stepping Stone to the World’ for qualified Kenyan students.

44

Annual Report 2017-2018

Community Outreach

Your support of our student-led service learning programs enables students to make a greater impact in the community through funding grants for their projects.

Autism Support Center - Kenya

Your support will provide ASCK with Occupational Therapy equipment similar to what ISK has in our Sensory Integration room...making a lasting, positive impact on hundreds of Kenyan children with autism.

INDIVIDUAL DONORS (72) Mark Anding Rob Blanchard Mira Boxer Fareen Lalani-Butt Lee Carroll Kathleen Chromicz Vicky Cole Jessie Coyle & Stig Hansen Meenu Chaudhry Jarrod & Gisela Dale Kentul Dodhia Adrienne Donohue Kelly Friedman Liv & Drew Gregor David Guarnieri Anacleto & Emily Gutierrez Amy Hamlin David Henry & Maria Ramilo Robyn Holder Doug Irish Moez Jiwani Devin Jones Ruth Jones Antony Karanja Timothy Kobia Min Seok Kwon Jodi Lake

Karen Leteipan Jennifer Liriano Jaime & Denzil Mackrory Roberto Marini Harriet Matsaert Patricia Sallah Matta Kent Maxon Meg McNulty Donica Merhazion Alicia Messing Eleanor Miller Irene Muchunu Evelyn Ndlovu Jillian Nichols Howard Ockman Janelle Okorie Kate Oliverson Robert Onyango Pamela Pappas Bill Parsons Sarah Patella Derek & Courtney Pierce Jo Print Nancy Remondi Thomas Robinson Tim Rose Alexa Schmid Bhavan Shah

Saloni & Adarsh Shah Irene Taylor Fiona Thangata Mimi Steward & Bert Ubamadu Jane & Lynn Wells Sam Wiriyaphong ORGANIZATIONS & CORPORATE DONORS (8) Chapa Copy ISK Class of 2016 ISK PTO Java House MATCH Solicitors PriceWaterhouseCoopers Rozinoor Foundation Traction Communications, Ltd. Village Market/Inspired Shopping PATRONS WHO ATTENDED OUR TWO BENEFIT CONCERTS: Grade 5 Interpretive Dance Performance Refuge Band Concert

www.isk.ac.ke

45

Our diverse and rich community

5

36

104

2

4 27 12

14

1

314

7

3

2

1 1

2 1

1

2

5

2 2 ISK STUDENTS REST OF THE WORLD

46

Annual Report 2017-2018

2

1

Enrollment for 2017-2018 reached 958 students from over 67 nationalities- the largest student body in ISK’s 40+ year history! Diversity is a hallmark of ISK and sets us apart from other schools in Kenya. Students at ISK find a warm, welcoming atmosphere that allows them to adapt quickly into a rewarding school life.

30

1 5

2

22 9

1 9

1

1

2 2

7

1

1

1

2

1

1

1

13 1

2 1

1

6

MACEDONIA

2

2

22 3

1 12

2

3

8

3

4

2

3

53 MYANMAR

2

1

8

2

2 7

106

9

1

3

4

2 4

1

4 3

11

15

BOTSWANA

32

www.isk.ac.ke

47

PTO Report

The Admin Team purchased a movie license for ISK and showed two movies in the Arts Centre with more to come next year. We collaborated with the Advancement Office(AO) to purchase signs for the Lost & Found building between the Elementary and Middle Schools and also established a joint PTO/AO grant application to award funds to the Service Clubs.

The ISK PTO has had a successful year. Instead of only having one or two PTO Representatives for each of the school divisions, more parents volunteered to create teams of three to five parents. We further defined the PTO Organization by formalizing its Admin Team which consists of the Chairs, Secretary, Finance, Communications and New Parent Welcome Coordinator. As a result we continued to build a stronger community within the school.

48

Annual Report 2017-2018

The Elementary School reps supported Book Character Day during the visiting Author Week in February. A garden shed was purchased and awards were given for the Just Write competition. Middle School reps supported the Family Picnic and assisted the principal in various efforts. The High School reps had a Pot Luck dinner on the first Principal’s Tea and 45 parents participated in the talk and dinner. They helped with the Work Experience program by finding guest speakers and coordinated coffee service and small gifts for the speakers. All PTO School Reps set up various parent gatherings in order to meet new parents and provide an opportunity to share information on school activities and answer general questions.

A special thanks to all parents who participated in the International Day - Taste of Nations and for representing over 50 countries during the day. This was our only fundraiser of the year and it allowed the PTO to maintain its operating budget.

Our beginning balance was $19,349 minus total expenses of $15,566 leaving a balance of $3,783. The total revenue from the Taste of Nations of $10,022 has brought our balance to $13,805 for next year’s activities.

PTO DUKA ANNUAL REPORT 2017/2018 The PTO Duka provides an outlet for for nonprofit organizations and artisans to sell good quality locally made products at affordable prices to the ISK Community in a friendly and welcoming environment. Through this venue we support local vendors to become more self-supporting, many of whom are poor, disadvantaged or physically challenged individuals with very limited means to earn a living. The shop is entirely managed and staffed by parent volunteers.

Duka Shop activities included running a sales booth at the Welcome Back Picnic and recruiting new parents to support the Duka Shop. In

February, the Duka organized a visit to one of their vendors, the Women’s Training Institute managed by the Comboni Sisters.

The institute offers training in hairdressing and beauty, catering, dressmaking, and tie & dye to disadvantaged young women. In April they conducted a training workshop for 23 vendors with three presenters, which helped participants understand their market and how to think out of the box. Over the past year the shop team held monthly Vendors Intakes to receive new stock and to replenish the shop. A special thank you goes to the 47 parents who volunteered their time to support the Duka Shop.

The shop’s total sales for 2017-18, which supported local vendors, were 2,622,050 Ksh. Duka Shop Income was 130,240 Ksh (20% of For Profit Sales) minus expenses of 98,938 Ksh with a remaining balance to begin next year of 31,302 Ksh.

www.isk.ac.ke

49

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

ART SHOW - NOVEMBER 2017 The work of 87 artists and 250 pieces of art from the East African region were on display at this year’s show.

SUMMARY Anacleto Gutierrez and Marilou de Wit were cochairs for the second year and Mariann Szalkai was treasurer. In previous years, FOTA produced two art shows and one bus-tour. This year FOTA produced only one show in November due to space limitations within ISK and the disruptions caused by the elections in Kenya.

In addition, the proceeds allowed FOTA to make the following donations.

In addition, a tight PTO schedule caused FOTA to cancel the planned bus-tour in October. The successful FOTA art show resulted in art sales which benefited local Kenyan and East African artists and several donations to promote art in Kenya.

50

Annual Report 2017-2018

Of the total sales of $26,310, $19,751 went to the artists.

• Artists 4 Development

• ISK Grade 5 Music Art Project

• Dandora Hip Hop Center

• Farajah Cancer Support

• Sarakasi

• ISK Mural Art

• Mbili

• Art of Music Foundation

• Shangilia

www.isk.ac.ke

51

52

Annual Report 2017-2018

E D U C AT I O N A L A I M S

We strive to develop globally minded students who actively learn, create, solve and engage in the world.

ACT

Sel Gro f-Dire wth ctio n M Inq inds uiry et

RN LEA

ISK inspires and nurtures passion, creativity and ambition in pursuit of a better world.

ATE NIC

MISSION:

ret erp Int ress Exp hize pat Em

MU

M CO

Collaborative Risk-Taking Principled

Ada

s dea te I era te Gen nnova I pt

Empowering students to create solutions for tomorrow’s challenges

CR E

EAT

INTEGRATED LEARNING EXPERIENTIAL LEARNING

Des i Crit gn Th i Sys ical Th nking tem in s Th king ink ing SO LVE

VISION:

PERSONALIZED LEARNING

www.isk.ac.ke

53

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

54

Annual Report 2017-2018