MSA

ADDIS ABABAICSInternational Community School

L UEYIU UmEN NuI D S

Annual ReportSchool Year 2015 – 16

The International Community School of Addis Ababa is a premier early childhood through grade 12 school offering a holistic, vigorous and inclusive program. An International Baccalaureate Diploma school, accredited in the United States, ICS serves a diverse, multi-cultural student body on a beautiful, well-equipped campus.

1 TABLE OF CONTENTS

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Table of ContentsICS Learner ProfileMessage from the Head of SchoolStrategic PlanCurriculumPrimary Years ProgramInternational Baccalaureate Diploma ProgramLibraries and TechnologyStudent Support Team (SST)Elementary School HighlightsMiddle School HighlightsHigh School HighlightsCollege AcceptancesWeek Without Walls (WWW)

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QUICK FACTSMAXIMUM CLASS SIZESEarly hildhood/Elementary School Class size: 1 2C 6– 4Middle School Class ize: 24sHigh School Class size: 24

DIVERSITYStudents: different countries65+Faculty: 18 different countries

GOVERNANCE: ICS BOARD OF GOVERNORSICS Addis is governed by a 9-member Board of Governors. Seven are elected for two-year terms by the ICS Association.

Association membership is automatically conferred on the parents of children enrolled in the school and on full time

faculty. Two Board members are appointed: one by the US Ambassador and one by the Board.

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OUR MISSIONis to nurture the talents, character and intellect of all learners, challenging them to be a positive influence and empowering them to excel in their world.

OUR VISION FOR LEARNING, to ensureŸ Engaging learning experiences through inquiry and reflectionŸ A broad range of local, global and virtual opportunitiesŸ Innovative and flexible use of resources

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Athletics and ActivitiesSocial ResponsibilityVisiting ConsultantsVisiting AuthorsAssessment: SAT and IBDP ProgressAssessment: MAP ProgressStudent DemographicsHuman ResourcesParent Teacher AssociationBooster ClubFacilitiesFinancesAdvancementICS Education Foundation

2ICS LEARNER PROFILE

The ICS Learner Profile is the core and foundation of what we teach at ICS. We believe that these traits will help our students develop into compassionate, engaged and active global citizens.

AS ICS LEARNERS, WE STRIVE TO BE:

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

PRINCIPLED CARING

We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

THINKERSWe critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

OPEN-MINDED

We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

KNOWLEDGEABLEWe understand the importance of balancing different aspects of our lives – intellectual, physical, and emotional – to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

BALANCED

The ICS Learner Profile is based on the IB Learner Profile, International Baccalaureate Organization 2013

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

COURAGEOUSWe thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

REFLECTIVE

We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

INQUIRERSWe express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

COMMUNICATORS

We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

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3 MESSAGE FROM THE HEAD OF SCHOOL

The 2015–2016 school year was a very busy year for students and teachers at the International Community School of Addis Ababa. In the following pages you’ll read more about student learning results, facts about the school year, student activities in and out of the classroom, and important steps and milestones that occurred.

Our elementary school focused the year on their candidacy to offer the Primary Years Programme (PYP). The process and documentation is on track, and a visit from the International Baccalaureate Organisation is expected in early 2017. The school’s strategic plan guided much of our work together. Middle and high school Math and Science teachers planned and developed new courses and new units of study with experienced international consultants. Stakeholders in the community met over several months to discuss next steps in our Campus Master Plan, culminating in a decision in June to convert our four clay tennis courts into a covered, multisport pavilion. This should be completed in early 2017.

Construction on the new classroom block (NCB) building project was ongoing throughout the school year; the crane, the busy workers, the noise. The NCB will add 33 classrooms, many with folding glass walls that open onto common spaces where classes can work and relax together. The building also includes teacher work spaces, administrative ofces, rooftop gardens, basement storage rooms and workshops, and an indoor theater that will seat 200 people. The NCB project will be ready for use before August 2017.

In early 2016 we held our rst Annual Fund Campaign to support two “excellence” projects: $33,000 was raised for robotics and maker space equipment, and for offering an on-site workshop to train our elementary teachers and teaching assistants in new reading units of study. Then in May we held our second Gala for the ICS community and friends. The Gala was a fundraising event for our scholarship endowment, which is managed by our charitable non-prot foundation in the USA. Through generous donations from alumni, local companies, and the ICS Board of Governors, administration and teachers, the Gala raised $27,000 to add to our endowment fund. The strong sense of community that builds connections between students, teachers, staff and parents is a hallmark at ICS. I hope you will agree after browsing through this annual report that ICS Addis is indeed a “premier international school in Africa, preparing students for success in the 21st century!”

James Laney Jr.Head of School

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5 STRATEGIC PLAN

STRATEGIC OBJECTIVES

An uncompromising commitment to achieve specific, measurable or demonstrable results that exceed current capability. In our case, the measures are included in a document called the Action Planner. Some of them are also reported to the Middle States Association.

We will embrace the ICS Learner Prole1

2 We will learn through inquiry, action and reection

We will provide enhanced, program-driven facilities for a growing student body3

We will improve organizational culture and school climate4

We will deliver an outstanding educational program5

We will secure a nancially sustainable future and build our culture of philanthropy

6 We will develop a comprehensive communications program

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2015–16 ACCOMPLISHMENTS

A strategic plan is necessary to help us set the direction and priorities for ICS Addis over the next three to five years. This plan helps us to identity our view of success and shape the activities and actions that will make us achieve it. This plan serves to unify all ICS stakeholders into supporting a single set of focused priorities.

• HS – Developed and implemented ICS Learner Prole Awards in all grade levels.• ES – Learner Prole Traits embedded within POI units; ES students complete a Learner Prole reection at the end of the year.• MS – Learner Prole linked with Effort Indicators/Commitment to Learning.

• Schoolwide inquiry philosophy aligned with ICS policies and procedures related to teaching and learning.• Professional learning sessions have been dedicated to inquiry, action and reection, and how to embed those elements within their units of inquiry.

• Solicited community-wide input on the use of learning spaces allowing for innovation and exibility in our educational programs through planned town hall and faculty meetings.• Approved the sports pavilion project to be completed in 2017.• Became a PYP candidate.

• Principal Advisory Committees in all divisions to foster open communication and transparent, shared decision-making.• Developing a culture of regular positive staff recognition.

• Ensured all curriculum standards were set in place and that there was a universal knowledge and adoption of the standards.• Rened assessment policy that clearly dened learning purposes, principles, practices and approaches of assessment.

• Provided resources and support to faculty, staff and departments for projects, programs and events.• Streamlined school to parent communications. Re-branded the Yezare Samint, Addis Zena and website while establishing feedback mechanisms to open communications with parents.

• Launched the rst Annual Fund campaign• Recruited volunteer leaders and volunteer support staff who planned and implement ICS events in collaboration with the Advancement Department.• Established the Scholarship Endowment Investment account.

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7 CURRICULUM

ADDIS ABABA

ICS OTLOfce of Teaching and Learning

The International Community School of Addis Ababa uses an international, standards-based curriculum designed to support our students and teachers with the best educational practices in the world. The educational program culminates with the rigorous, internationally recognized International Baccalaureate Diploma.

ICS continually seeks to improve its curricula by reecting on its strengths and weaknesses and implementing the strongest developments in education. Curricular units are planned using the Understanding by Design framework (UbD). In UpD Planning, teachers begin with the end in mind. What is it we want students to know and be able to do at the end of this unit? How will we access them? After these questions are answered, planning of the unit activities and lessons follow. The curriculum is mapped to ensure an engaging and cohesive curriculum, with a steady progression from EC-grade 12.

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9 PRIMARY YEARS PROGRAM

PYP AT ICS: What is PYP in the elementary school?

The International Baccalaureate Organization states:The International Baccalaureate® (IB) Primary Years Programme is a curriculum framework designed for students aged 3 to 12 (EC to grade 5). It prepares students for the intellectual challenges of further education and their future careers, focusing on the development of the whole child as an inquirer, both in the classroom and in the world outside.

What the PYP offers studentsBy choosing to implement the PYP, schools will develop students’ academic, social and emotional well-being, focusing on international-mindedness and strong personal values. The PYP nurtures independent learning skills, encouraging every student to take responsibility for their learning. The programme incorporates local and global issues into the curriculum, asking students to look at six related, transdisciplinary themes and to consider the links between them. The themes include ‘who we are’, ‘where we are in place and time’ and ‘how the world works’.

Why offer the PYP?The PYP delivers excellent results for students aged 3 to 12.For example:PYP students outperformed non-IB students in mathematics, reading and writing in a global International Schools’ Assessment study that ran from 2009–2011. Visit www.ibo.org/programmes/primary-years-programme/what-is-the-pyp/ for the full report.

In the ICS elementary school, we have a long history as an inquiry-driven school, using Understanding By Design to create units. This year, we provided our students with a stronger instructional program by coordinating and vertically aligning our units of inquiry. We believe the PYP will better prepare our students for the demands of a IB Diploma program and give them a richer inquiry experience during their time in the elementary school.

Primary YearsProgramme

10INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAM

IBDP AT ICS:According to the International Baccalaureate Organization:The International Baccalaureate® (IB) Diploma Programme (DP) is an externally assessed programme for students aged 16 to 19 (Grade11–12). The programme aims to develop students who have excellent breadth and depth of knowledge – students who flourish physically, intellectually, emotionally and ethically.

The DP curriculum is made up of six subject groups and the DP core, comprising theory of knowledge (TOK), creativity, activity, service (CAS) and the extended essay. Through the DP core, students reflect on the nature of knowledge, complete independent research and undertake a project that often involves community service.

Why offer the DP?International research shows that there are many benefits to choosing the DP over other 16–19 curricula. For example:• DP graduates are better able than their peers to cope with demanding workloads, manage their time and meet the expectations placed on them, according to one study.• Analysis of DP graduates in Canada, the UK and the USA found that the DP’s extended essay improves students’ approach to learning in higher education.• For access to the reports go to www.ibo.org/programmes/diploma-programme/

At ICS, we have had a long history with the IB Diploma Programme. Student participation in the IBDP continue’s to increase and student results are strong.

DiplomaProgramme

11 LIBRARIES AND TECHNOLOGY

At ICS, we recognize that our students need to function and succeed in the global, networked modern world. We are committed to providing a variety of technology tools empowering students to create, collaborate and learn.

The technology program at ICS is designed to develop our students’ skills in using a wide variety of tools to learn, create, collaborate and contribute. We structure technology lessons to be integrated with other areas of the curriculum and create learning opportunities for students that allow them to use their skills holistically.

iPads

Desktop computers

Laptops

Networks

Routers / access points

Technical service calls

Tech platforms used

360

170

801

2

80

1600

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FUN FACTS

Robotics team that took 2nd place at ISSEA’sSTEM competition

1

The goals of our instructional program include instilling a love of reading and fostering critical information literacy skills. These goals are met through collaborative instruction across all school divisions. During 2015/16 the ICS Libraries sponsored four author visits and collaborated with Ethiopia Reads. As well, we also supported and implemented various events including reading incentive programs, Banned Books Week, Poetry Month and two Scholastic Book Clubs.

ADDIS ABABA

ICS Libraries

The ICS Libraries are a community resource supporting students and all other patrons in becoming effective users and producers of information and ideas. By providing access to dynamic collections, effective tools, and exible learning spaces, both physical and virtual, we aim to enrich, educate and empower all community members.

Percent circulation increase

Patrons during the year

20,908 items in our collection14

1797

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FUN FACTS

12STUDENT SUPPORT TEAM (SST)

The ICS Student Support Team (SST) serves students across all the grade levels. We offer learning support, English as an additional language, speech therapy, occupational therapy, educational diagnostic examinations and behavior interventions. We also provide services to students who have signicant learning challenges.

ICS has one of the most intensive and comprehensive Student Support Services programs in the international school system. In 2015–16 we served 221 students.

13 ES HIGHLIGHTS

01

We formally started our process to become an International Baccalaureate Primary Years Program (IB) (PYP) school. This process requires a school to meet rigorous standards in curriculum development, student engagement, instructional strategies and high expectations for all students.

02

Our PYP process is connected to developing inquirers and thinkers and to help us do this in science we brought in Paul Andersen. He helped our teachers develop instructional strategies to encourage students to get involved in hands-on science experiments in the classroom.

CELEBRATING THE ARTS03

Our Student Showcases in the arts, music, and grade 5 exhibition helped to further our goal to become more student-centered and focused on giving families an intimate look into their children’s learning.

PRIMARY YEARS PROGRAM

THE LEARNER PROFILE

04

Our teachers and students demonstrated our values of service and action in many different ways throughout the year. Among the most notable, our kindergarten and grade 3 classes make connections and friendships with students at the Mekdela government school across the street from ICS.

ACTION AND SERVICE

05

Our commitment to developing our students into life-long readers was demonstrated through working with the ES Library to host three visiting authors: Helaine Becker, Jane Kurtz and John Coy.

READING - READING - READING

06

Grade level teams constructed SMART (specic, measurable, attainable, and time-based) goals centered on improving student achievement in reading and math. In 2015–16 each grade level team saw signicant improvement in student performance in reading and math.

SMART GOALS

07

Across the elementary school we attempt to develop “student advocacy.” That is the ability for students to take ownership of their own learning. One way we do this is by encouraging students to solve their problems themselves rst, without getting an adult involved. In each classroom and playground, you will nd a “Negotiation Corner” or “Peace Corner.” These safe locations have the problem-solving process posted and students are instructed in how to solve a problem with a peer.

NEGOTIATION CORNER

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Across ICS we celebrate many diverse languages in our community. We have an outstanding French second language program in the elementary school and a Mother Tongue Program which supports over 18 different language classes every Wednesday afternoon. Both programs aim to develop a love of home languages and a love for learning languages.

FRENCH AND MOTHER TONGUE

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The elementary school facilitates Professional Learning Communities (PLC) across all grade levels and specials. PLCs are a group of educators that share expertise and work collaboratively to improve academic performance of students and enhance teaching skills.

PROFESSIONAL LEARNING COMMUNITIES

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We are proud of our elementary music department and the hard work they put into all the grades. By creating a schedule that lets us have small group instruction, students get individual attention that is crucial to the development of foundational skills.

GRADE 5 BAND

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15 MS HIGHLIGHTS

01

During the year, several students had the opportunity to participate in distinct enrichment opportunities that were extra-curricular. These included the invitation-only AMIS Honor Choir trip and Destination Imagination team, as well as the open opportunities to extend learning through the language trips (Spain and France) and the ski trip.

02

Our middle school STUCO members are signicant contributors to our whole school. Besides planning social events for MS students, STUCO members served as a reliable volunteer source for the Athletics and Activities Ofce during the ISSEA Track Meet and Cross Country Run and supported the PTA during their Halloween event.

STUDENT PERFORMANCES03

Nearly all students in middle school participated in an on-stage performance during 2015–16. Through class drama performances, after school drama productions, fashion shows and music concerts, students had the chance to shine on stage in groups and as individuals.

ENRICHMENT OPPORTUNITIES

STUDENT LEADERSHIP COUNCIL

04

All students in middle school had the opportunity to test out their leadership skills as advisory teams by planning strategies for successfully managing their peers during two one-week supervisory sessions of lunchtime in the Upper Commons. Students met real challenges with managing others and successfully problem-solved to create solutions.

LEARNING BY LEADING

05

All middle school students selected action steps based on the ICS Learner Prole and worked on these throughout the year, reecting on their success each quarter. Students and teachers reported signicant growth in positive learning behaviors.

ACTION PLANS FOR GROWING LEARNERS

06

Each grade level had the opportunity to engage with real service learning opportunities during their Week Without Walls event. From sharing traditional and modern games and stories with a neighboring school to working with bio-gas, students participated in inquiry, action and reection activities to allow for real-life applications for their learning.

SERVICE LEARNING

07

All middle school students enhanced their brain power by actively participating in physical exercise every Tuesday and Thursday mornings during FitUp. Early morning exercise promotes active brains to enhance learning for the rest of the day! All middle school students had the chance to try a number of physical activities to get their hearts and their brains going.

GET UP AND GO!

08

Each teaching assistant and teacher participated on a grade level team, attending weekly meetings to discuss student support and curriculum development. Each team focused on how to support individual students and create learning opportunities that maximize student outcomes and help students reach learning targets.

GRADE TEAMS FOR SUCCESS

09

Paul Andersen, Erma Andersen and Gini Rojas were our experts-in-residence who guided us through the transition in our curricular areas to support latest practices in curriculum development and classroom instruction for science, math and EAL. Offering helpful strategies for teachers to help us maintain high standards for all our learners was a highlight for teachers.

VISITING CONSULTANTS FOR PROGRAM GROWTH

10

All students participated in exploratory courses throughout the year. These quarter-long courses introduce our middle school students to a wide range of topics in subjects such as astronomy, creative writing, public speaking, video-game creation, visual arts production and many others.

EXPLORATION AND DISCOVERY

SM

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17 HS HIGHLIGHTS

01

91% of our seniors attended college or university while 9% took a “gap year” for service projects, travel or internships.

02

SST continues to grow and provide essential services to students with learning needs. In May 2016, two Special Needs students attempted the IB Diploma and both were successful.

PROJECT X03

We created "Project X", a unique self-directed learning course that fosters student-initiated independent learning. Students develop individual learning plans in a variety of subject areas and are supported by the guidance of a teacher.

COLLEGE ACCEPTANCES

STUDENT SUPPORT TEAM SUCCESS

04

We elected our Student Council (STUCO), drawing representatives from all grades. In addition to organizing a traditional array of student events, students develop their leadership capacity, enabling them to take part in signicant decisions in the school and to represent high school students' interests in a variety of venues.

STUCO

05

We increased opportunities for students to take online International Baccalaureate Diploma Program (IBDP) courses through Pamoja education with ICS teacher monitoring. One-third of our senior students successfully passed an online course.

ONLINE LEARNING

06

We completed our second year of the ICS Internship Program, collaborating with local and international institutions and agencies to place over fty ICS students in the workplace for a week of experiential learning.

INTERNSHIP PROGRAM

07

91% of seniors took the full International Baccalaureate Diploma Program. The average score of those who passed the diploma was 33 points, compared to worldwide average of 30 points.

IBDP SUCCESS

08

We revised our Mathematics curriculum in grades 8 through 10, and adopted an integrated model, combining Algebra and Geometry in three new courses. This allows us to provide better opportunities to differentiate learning and better preparation for IBDP courses in grades 11 and 12.

INTEGRATED MATHEMATICS

09

We completed the ve-year review process for the International Baccalaureate Diploma Program and have been re-authorized to offer the program for the next ve years.

IBDP RE-AUTHORIZATION

10

We rened our assessment policy and established an essential agreement enabling more consistent assessment practices and enhancing our capacity to use data to improve student learning.

ASSESSMENT POLICY

SH

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19 COLLEGE ACCEPTANCES

91% of the ICS 2016 graduating class were full IBDP students and 91% of ICS 2016 graduates went on to college or university. Following is the college/university acceptances for the last four years. (Number of students accepted follow school name).

USAAgnes Scott College 11Arizona State University 1Babson College 2Bard College 2Bentley University 1Boston University 5Brandeis University 2Brown University 2Butler University 1California State Polytechnic University, Pomona 1California State University, Fullerton 1California State University, Northridge 1Calvin College 3Chapman University 1Clark University 16Colby-Sawyer College 1Columbia University 3DePauw University 1Drexel University 8Duke University 1Duquesne University 1Earlham College 1Eastern University 1Emmanuel College 1Florida Institute of Technology 3Fordham University 3Franklin & Marshall College 2George Mason University 5Georgia Institute of Technology 2Georgia State University 3Gettysburg College 1

Goucher College 1Grinnell College 1Haverford College 1Hope College 1Johns Hopkins University 1Juniata College 5Kansas State University 1La Salle University 1Lehigh University 1Loyola Marymount University 1Loyola University Chicago 1Loyola University Maryland 1Luther College 1Menlo College 1Messiah College 1Michigan State University 2Michigan Technological University 1New York University 3Northeastern University 6Oglethorpe University 1Pomona College 1Prairie View A&M University 1Princeton University 1Purdue University 2Reed College 1Regis College 1Robert Morris University 1Roger Williams University 3Saint Joseph's University 1Salisbury University 1Santa Clara University 1Savannah College of Art and Design 1

School of the Art Institute of Chicago 1St. Edward's University 1St. John's College 3St. John's University - Queens Campus 1State University of New York - Plattsburgh 7Sterling College 1Stony Brook University 6Suffolk University 1Swarthmore College 1Syracuse University 3Tarleton State University 1Temple University 1Texas Southern University 1The College of Wooster 3The George Washington University 4The New School - All Divisions 1The University of Georgia 1The University of Tampa 11Towson University 3Trinity College 1Trinity University 1Tufts University 1Tulane University 2University of Baltimore 1University of California, Berkeley 1University of California, Davis 1University of California, San Diego 1University of Chicago 2University of Colorado at Boulder 2University of Connecticut 1University of Illinois at Chicago 2University of Maryland, Baltimore County 3

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University of Maryland, College Park 3University of Massachusetts, Amherst 1University of Massachusetts, Lowell 1University of Miami 3University of Minnesota, Twin Cities 1University of Mississippi 1University of Nebraska at Lincoln 1University of North Carolina at Charlotte 1University of Pennsylvania 1University of Pittsburgh 1University of Rhode Island 1University of Rochester 1University of South Florida, Tampa 3Vanderbilt University 1Vassar College 1Virginia Tech 1Wellesley College 1West Virginia University 1Yale University 2

Canada Carleton University 7McGill University 3McMaster University 2Ryerson University 1Saint Mary's University 1Trinity Western University 1University of Alberta 1University of British Columbia 4University of Calgary 2University of Guelph 3University of Lethbridge 1University of Ottawa 1University of Saskatchewan 1University of Toronto 10University of Victoria 2University of Waterloo 4Western University 1York University 4

Europe and UK American College of Greece 1Aston University (UK) 1Avans Hogeschool-University of Applied Sciences (Netherlands) 1Cardiff University (UK) 2Coventry University (UK) 3Culinary Arts Institute at Varna University Management (Bulgaria) 1Durham University (UK) 1Erasmus Universiteit Rotterdam (Netherlands) 1IE University (Spain) 1IMI International Management Institute (Switzerland) 1Imperial College London (UK) 2King's College London (UK) 2Kingston University (UK) 2Lancaster University (UK) 3Leeds Metropolitan University (UK) 1Liverpool John Moores University (UK) 1London College of Communication (UK) 1London Metropolitan University (UK) 1Loughborough University (UK) 2Manchester Metropolitan University (UK) 1Manchester University (UK) 1Newcastle University (UK) 1Oxford Brookes University (UK) 2Richmond, The American International University in London (UK) 1School of Oriental and African Studies, University of London (UK) 2The London School of Economics and Political Science (UK) 1The University of Edinburgh 2The University of Manchester (UK) 1The University of Nottingham (UK) 2The University of Shefeld (UK) 1The University of Warwick (UK) 1

Universiteit Maastricht (Netherlands) 1University College Birmingham (UK) 1University College London (UK) 3University College Roosevelt (Netherlands) 1University of Aberdeen (UK) 2University of Amsterdam (Netherlands) 1University of Bath (UK) 1University of Birmingham (UK) 4University of Bradford (UK) 1University of Brighton (UK) 1University of Bristol (UK) 1University of Cambridge (UK) 1University of East Anglia (UK) 3University of East London (UK) 1University of Essex (UK) 1University of Exeter (UK) 4University of Glasgow (UK) 1University of Greenwich (UK) 1University of Kent (UK) 2University of Leeds (UK) 3University of Leicester (UK) 2University of Liverpool (UK) 1University of Roehampton (UK) 1University of St Andrews (UK) 4University of Stirling (UK) 1University of Sussex (UK) 1University of the West of England (UK) 1University of West London (UK) 1University of Westminster (UK) 1West London College (UK) 1University of York (UK) 1

Other American University of Sharjah (UAE) Hult International Business School (Dubai) 1Manipal University (India) 1Ritsumeikan Asia Pacic University (Japan) 1SRM University (India) 1Stellenbosch University (South Africa) 2Vellore Institute of Technology University (India) 1Webster University (Thailand) 1

21 WEEK WITHOUT WALLS (WWW)

Week

ithoutalls

ADDIS ABABA

ICSICS believes in the importance of supplementing in-class learning with eld experiences, taking advantage of the many educational opportunities available in Ethiopia.

The WWW goals are to:• Engage students in modelling the ICS Learner Prole Traits • Build sustainable community service• Enrich students’ physical and emotional skills • Widen students’ cultural and environmental knowledge• Explore Ethiopia

• Wolliso school projects• Bale Mountains• Biodiversity eldwork• Forest trek• River hike• Afar villages• Economic & environmental impact

• Wolaita Sodo orphanage• Solar light project• SOS village activities• Geography & climate studies• Bahir Dar, football

• Trip to Tiya• Swimming at Negash• Hike at Wenchi Crater

OUR TRIPS INCLUDE THE FOLLOWING AND MORE . . .

(G4 & G5)

• Games & activities with local school• Sleepover in the library• Human migration studies

SM• Cultural exchange• Mechek village• Konso school activities• Cultural preservation studies• CCC Children’s Home

SH• Land usage issues• Awash National Park• Kereyeu village• Hot springs• Sugar factory• Tree planting

• Team building• Become an archeologist for a day• Interview village elders

• Mt Demoa• Zegie Penisula• Scavenger hunt• UNESCO world heritage site: Konso cultural landscape

• Common River orphanage• Sidama coffee farms• CAS induction• Reection• Planning and cooking meals• Swimming

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23 ATHLETICS AND ACTIVITIES

ATHLETICS AND ACTIVITIES AND ASAsAt ICS, we believe in a holistic approach to education and that includes having fun! After School Activities (ASAs) are an excellent way to learn, develop skills and talents and build condence. Our athletics program is one way for our students to grow and mature as healthy, well-rounded and socially well-adjusted citizens. By encouraging commitment, determination and teamwork, we feel that our students will benet greatly as they will apply these skills in other areas of their life. We truly hope that the students will take advantage of the athletic opportunities offered to them in order to make their school career a richer experience.

FUN FACTS

PERFORMING ARTSBAND, CHOIR AND DRAMAAt ICS, we believe every student should have the opportunity to receive quality Arts training. The Arts empower students to think critically and creatively, to contribute to their communities and to communicate and lead condently. Students who participate in the Arts consistently score higher on standardized tests than students who do not.

ASAs offered in 2015–16

STEM related ES activities

Sports teams

265

19

44

Students participated in sports

Sports uniforms

650

523

Student choirs

Adult choir

2

1

Choir pieces performed36

MS and HS bands3

MS/HS students participated inband

Band concerts through the year

93

3

Students in ASAs through the year

STEM-related MS/HS activities

682

11

Students went on sports trips 80

Tournaments/games played last year51

Balls on campus570

Students in the MS and HS choirs

Festivals attended

66

2

Drama productions5

Grade 5 bands4

Grade 5 students participated in band82

233

FUN FACTS

Music instruments on campus

Athletes participated in ISSEATrack Meet at ICS

176 Schools participated in ISSEA Track Meet8

Students went on non-sport international trips 95

24

25 SOCIAL RESPONSIBILITY

Social responsibility at ICS means giving back and contributing to our community and host country. Learning through active service to others has a lasting, positive impact on students. In addition to the valuable ongoing projects embedded in our Week Without Walls programs for grade 5–12 that help many schools and communities, there are over 15 extra-curricular community service projects and programs at ICS from KG-grade 12 that go on throughout the year. Service learning projects are a core part of ICS’s philosophy and curriculum. Listed below are community service projects in which ICS students were involved in 2015–16.

Mekdela Football

Sustainability for Students

Melat’s Feeding Program

CCC Children’s Home (Sodo)

Humans of ICS Addis

Mekdela ES Teacher Workshop

KG and Grade 2–3: Mekdela Exchange

SOS Children’s Village

Our Fathers Kitchen

Burn Care

Operation Smile

HS GAIN Club

MS GAIN Club

Epads

Lucky Tails

Sele Enat Orphanage

GILA Ethiopian Wolf Conservation Program

26

27 VISITING CONSULTANTS

Virginia RojasDr. Rojas leads professional training on effective programs and strategies for English learners from EC through grade 12 for ESL/EAL and classroom teachers. Dr. Rojas has worked in over 250 international schools throughout the world as well as with numerous school districts in the US and Canada. Dr. Rojas is the author of Strategies for Success with English Language Learners.

Paul AndersenPaul Andersen is an expert in current trends and advances in science education worked with ICS to integrate the Next Generation Science Standards. Paul has created hundreds of YouTube science tutorials that have been viewed millions of times by students around the world. Paul was recently selected as a YouTube Edu Guru.

EAL Consultant - Raising Children to be Bilingual

Science Consultant - Current trends and advances in science education

Erma AndersonErma Anderson is a former high school physics and mathematics teacher of 30 years. Erma has considerable experience developing and facilitating math and science education workshops at both national and international schools.

Math Consultant - Math literacy

28VISITING AUTHORS

John Coy is the author of the picture books Night Driving, Strong to the Hoop, Vroomaloom Zoom, Two Old Potatoes and Me and others. He is also the author of the popular 4 for 4 middle-grade series. John lives in Minneapolis and visits schools nationally and internationally.

Helaine Becker is an award-winning writer of books for children. She has written over 70 books including the best-selling picture and chapter and non-ction books, A Porcupine in a Pine Tree, the Looney Bay All-Stars series; and novels including Dirk Daring and How to Survive Absolutely Anything. She lives in Toronto with her husband and her dog, Ella.

Jane Kurtz is an American writer of more than thirty picture books, middle-grade novels, nonction, ready-to-reads and books for educators. Kurtz is an international advocate for literacy and writing. She was also part of a small group of volunteers who organized the not-for-prot organization, Ethiopia Reads, which has established more than seventy libraries for children, published books and built four schools in rural Ethiopia.

John Coy

Ethiopia Reads collaborates with communities to build schools, plant libraries, train educators, boost literacy and provide youth and families with the tools to improve their lives. We work to strengthen and empower communities through the art of learning and the science of teaching. Ethiopia Reads provided a book-making workshop for elementary students and staff at ICS.

Ishmael Beah, born in Sierra Leone, West Africa, is the New York Times bestselling author of A Long Way Gone, Memoirs of a Boy Soldier and Radiance of Tomorrow. Time Magazine named the book, A Long Way Gone, as one of the Top 10 Nonction Books of 2007, ranking at #3. A UNICEF Ambassador and advocate for Children Affected by War, Ishmael Beah is based in Los Angeles, California, with his wife and children.

Helaine Becker

Jane Kurtz

Ishmael Beah

Ethiopia Reads

29 ASSESSMENT: SAT AND IBDP PROGRESS

READING MATH WRITING

495 511520 545 535

IBDP

Percent of the ICS graduating classwho took at least one IBDP course

Percent of ICS graduating classwho were full IBDP students

Average points obtained by ICSstudents on individual IBDP exams

98

91

5.14

484

ICS Average

World Average

Average SAT Scores for ICS Grade 12

Average points obtained by ICS studentson full IBDP

Average points obtained worldwide onfull IBDP

Highest diploma points awarded to an ICSstudent (maximum 45)

33

30.07

43

SAT

30ASSESSMENT: MAP PROGRESS

ASSESSMENT OF LEARNINGMeasures of Academic Progress® (MAP®) are assessments that measure growth and proficiency. They can inform how educators differentiate instruction, evaluate programs and structure curriculum. Computer adaptive MAP assessments reveal precisely which academic skills and concepts the student has acquired and what they’re ready to learn. MAP assessments are grade-independent and adapt to each student’s instructional level.

ICS Addis students in grades 2–9 are tested two times per year in math, reading and language usage. Educators use the growth and achievement data from MAP to develop targeted instructional strategies and to plan school improvement. Teachers can personalize instruction in order to maximize every student’s academic growth. The school can track the achievement and growth of individual students and classrooms and evaluate the success of our programs. ICS results place us above the 75th percentile compared to private schools in the USA.

REA

DIN

G

MA

TH

40%

20%

0%

2013–14

50%

10%

30%

2014–15 2015–16

100%

80%

60%

70%

90%

Proficiency* Growth*

40%

20%

0%

2013–14

50%

10%

30%

2014–15 2015–16

100%

80%

60%

70%

90%

Proficiency* Growth*

MAP 2015–16 RESULTS GRADES 2–9

* Prociency measures skill level at the time of the assessment* Growth measures progress from year to year

31 STUDENT DEMOGRAPHICS

PEAK ENROLLMENT

800

400

0

2011–12 2012–13 2013–14 2014–15

1 000

200

600

2015–16

STUDENTS BY GRADE LEVEL

EC3

30

40

20

0

50

10

30

80

60

70

EC4 KG G1 G2 G3 G4 G5 G6 G7 G8 G9 G10 G11 G12

STUDENTS BY CONTINENT

Elementary57% SM Middle

20% SH High23%

The Americas

414 students47%

Europe

176 students20%

Africa

188 students21%

Asia (Middle East/Oceania)

100 students11%

32

33 HUMAN RESOURCES

Our people make the difference. One of our strategic objectives is to attract and retain the very best employees, from teachers to support staff to administrators. Our faculty and staff are engaged, involved and committed to provide an excellent education and a supportive and nurturing learning environment.

FUN FACTS

FACULTY %ADMINISTRATION ANDPROFESSIONAL STAFF % SUPPORT STAFF %

STAFF DEMOGRAPHICS

YEARS OF SERVICE

0-2 3-4 5-10 11+Years

50

23

815

0-2 3-4 5-10 11+Years

1510

55

0-2 3-4 5-10 11+Years

55

39

5761

Male Female

13 22

Male Female

3957

Male Female

146

66

OverseasHire

LocalExpat Hire

64%

23%

LocalHire

13%

34

EDUCATION LEVEL

FACULTY

BACHELOR OF THE ARTS (BA)

MASTER’S DEGREE (MA/MS)

DOCTOR OF PHILOSOPHY (PhD)

ADMINISTRATION AND PROFESSIONAL STAFF

FACULTY BY CONTINENT

BACHELOR OF THE ARTS (BA)

MASTER’S DEGREE (MA/MS)

DOCTOR OF PHILOSOPHY (PhD)

10

23

2

24

68

4

FACULTY %ADMINISTRATION ANDPROFESSIONAL STAFF % SUPPORT STAFF %

Asia (Oceania) / Africa / Other1%

North America28%

65 27 5

Europe6%

17 2

4 3

Host Country: Ethiopia64%

10 3 207

35 PARENT TEACHER ASSOCIATION

The PTA has a mission to meet the diverse needs of the students, parents and teachers, to promote a cohesive community and to support a quality education program.

We seek to accomplish this mission by: • Promoting collaboration, communication and community involvement that support the ICS mission and vision. • Arranging activities and special events to complement the academic program and enhance the school’s sense of community.• Encouraging and recruiting volunteer participation.

Activities and events of the PTA included:• A welcome to ICS wine and cheese art reception with art by local Ethiopian artists on display and for purchase.• Monthly parent coffee mornings providing light breakfast from our international community.• Halloween/ Fall Festival party for our elementary students.• Schoolwide Spring Festival combined with a local artisan market with student activities and entertainment for the whole family.

PTAICS ADDIS

36

37 BOOSTER CLUB

ADDIS ABABA

ICS BOOSTERCLUB

The Booster Club is a parent volunteer organization dedicated to supporting the activities and athletics department, making international travel for our sports teams more affordable. In addition, the Booster Club promotes school spirit and provides countless volunteers to help during track meets and sports tournaments held at ICS.

Activities and events of the Booster Club included:• Monthly Farmer’s Market• Snacks and food at drama performances, sports events and charity events

The Booster Club contributes to support to every student traveling for an ISSEA sport/activity trip, giving $13,000 in 2015–16

38

39 FACILITIES

We love our campus! It continues to be an oasis in the middle of a rich and chaotic city. Located on 15 acres of lush green spaces, our campus integrates form and function.

ICS Campus Master PlanIn the fall of 2012, we began the process of developing a new master plan to look at the demands and needs of our facilities in a holistic fashion. The vision of the campus centers around common green spaces with an inter-connected system of courtyards, play areas and green roofs.

New Classroom Block (NCB)Sstarted in 2014 the NCB will increase the number of MS/HS classrooms and exible spaces. The NCB made considerable progress during the 2015–16 school year. We look forward to the completion date in Spring 2017.

Facilities Maintenance and SupportWith a team of 54 employees and a number of contractors, our General Support Services, Facilities and Maintenance and Operations teams kept our cafeteria and canteen running, our campus and residents in top condition, students delivered to sports/eld trips and events off-campus, our classrooms, commons spaces, bathrooms and grounds clean, our school vehicles well maintained and all of our hundreds of events on campus set up, well provisioned and taken down with efciency.

FUN FACTS

HEALTH OFFICEOur four nurses attended to a total of 8,437 student incidents and 809 employee cases 2015–16. Our main clientele of students are from elementary school. Most common injuries are jammed ngers or twisted ankles and most common illnesses are sore throats or stomach aches. The equipment used most by our nurses is our thermometer and the most common injury is twisted ankles and jammed ngers.

FUN FACTS

Toilets

Generators

Fire extinguishers

Events set-up and take down

Seats in our large amphitheater

Classrooms

Kg’s of coffee consumed

Sacks of wood chips

Jugs of drinking water ltered every week

Tortoises on campus

42

64

123

1744

1200

71

1094

500

439

8

Teeth pulled or packaged for the tooth fairy

Band-aids usedBroken bones attended to

Cups of tea dispensed daily15

11

108

3573

40

41 FINANCES

ANNUAL CAPITAL LEVYFOR RETURNING STUDENTS

ICS AISA

1 300

1 200

1 100

1 000

900

800

201 165–2011 12– 2012 13– 2013 14–

USD

201 154–

CAPITAL LEVY FOR NEW STUDENTS

ICS AISA

6 000

5 000

4 000

3 000

2 000

1 000

2011 12– 2012 13– 2013 14–

USD

201 154–

7 000

8 000

AFRICAN INTERNATIONAL SCHOOLS COMPARISONICS is a part of the Association of International Schools in Africa (AISA). One collaborative project among many AISA schools is a “dashboard”of indicators that the school administrators and boards can use. The charts below show how ICS compares to the African International Schools average.

AISA dashboard schools include:International School of Kenya (ISK)International Community School of Addis Ababa (ICS)International School of Tanganyika (IST)American International School of Johannesburg (AISJ)American International School of Lusaka (AISL)

Lincoln Community School (LCS)American International School of Mozambique (AISM)International School of Dakar (ISD)American Community School of Tunis (ACST)

201 165–

AVERAGE TUITION COST KG–G12

ICS AISA

25 000

20 000

15 000

10 000

5 000

201 165–2011 12– 2012 13– 2013 14–

USD

201 154–

42

ICS has always managed a balanced budget and has had no debt payments, until 2015 with the start of the New Classroom Block construction. While tuition and fees provide significant income, they are our only source of revenue. In the next two to five years, as enrollment growth slows and we reach full capacity, we will need to seek alternative sources of income to continue to attract and retain the best staff possible, to ensure a high quality educational program and to continue to provide a well-equipped beautiful campus.

82% of our expenditures goes towards human resources. By offering competitive salary and benefit packages for international and local staff, we can attract and retain the best staff.

Human resources costs include:• Competitive salary and benefits for all 343 staff members• Housing for overseas hires• Professional development and training for all staff

of our expenditures goes towards educational programs. This includes:• Textbooks, instructional supplies• Library resources• Athletics & Activities programs, equipment, uniforms and maintenance• Field trips, Week Without Walls, international trips and competitions• Musical instruments and supplies• Science equipment and labs• Student Services and Occupational Therapy equipment and supplies

8%

6%

3% of our expenditures goes towards technology. This includes:• All ICT equipment purchases, supplies, maintenance and repairs for: – Computers, laptops and ipads – Internet, intranet and other educational sites – Smart boards, printers and copiers – Sound systems, PA systems, projectors, monitors, etc.

of our expenditures goes towards miscellaneous and unplanned expenses and transfers to our Capital and Emergency Reserve funds.

1%

of our expenditures goes toward facilities and administrative costs. This includes:• Office and classroom furniture, equipment and supplies• Contracted services (e.g., cafeteria, gardening, cleaning services)• Governance• Communications, PR, conferences• Property & liability insurance• Vehicle acquisition and maintenance• School utilities and maintenance• Residential furniture and appliances• Building and grounds/campus support and maintenance• Land lease

EXPENDITURES

80%

60%

40%

20%

0%Human

ResourcesEducational

Programs

100%

Facilities Technology Other

REVENUES

80%

60%

40%

20%

0%Tuition Annual

Capital LevyOne-time

Capital Levy

100%

Other

43 ADVANCEMENT

WHAT IS ADVANCEMENT?Technically, advancement is a strategic and integrated method of managing relationships to increase understanding and support among key constituents. In regular language, the Advancement department brings together public relations, alumni relations, community relations and fundraising that promote and advance the mission and vision of ICS.

The goals of the Advancement department are to:• Secure nancial support from donors committed to the advancement of ICS.• Engage alumni in the life of ICS as volunteers, advocates and supporters.• Communicate about ICS with those who have a stake in its success, including community members, business leaders, government ofcials, the press and others.

2015–16 Programs under Advancement• Annual Fund• International Day• Spring Gala• Education Foundation: Fundraising for Scholarship Program

ADDIS ABABA

ICS ADVANCEMENT

44

ADDIS ABABA

ICS ANNUAL FUNDEnhancing Educational Excellence

ANNUAL FUNDThe ICS Annual Fund is a yearly fundraising effort that supports educational enhancements. The Annual Fund was established to support priority projects that fall outside of the normal operating budget and allows ICS to further develop and deliver high quality programs, procure specialized equipment, provide advanced training and technology.

• Purchasing robotics equipment to enhance the robotics and makerspace lab for middle and high school students to design and build in high-tech ways.

• Additional training and professional development for elementary teachers to strengthen the literacy program.

This year ICS raised $33,126 for two priority projects:

ANNUAL FUND DONORSRed Club Gift Level ($10 - $499): Total Donated: $10,780.05 (82% of total participants)Abebe Mekuriaw, Adane Asnake, Addis Demissie, Aida Bekele, Amare Mulu, Binyam Woldehanna, Brian Greenough, Charmaine Gunther, Chongbo Wang, David Redmond, Dawit Hodeta, Dereje Geremew, Ding Yuan, Dongmei Wei, Elaine Nicholson, Elias Fessehaye, Elizabeth Johnston, Ethiopia G. Yesus, Fiker Tena, Frehiwot Hassen, Ghazi Mehmood, Girindu Fernando, Girma Lemma, Goliad Tamerou, Hailu Kassaye, Jaeuoong Kim, James Laney Jr., James Patrick Wozny, Janine Plunket, Jeanne Rideout, Jen Davis, Jennifer Park, Jessica Ream, Jessica Fortin, Jessica Caso, Jianqiong Sun, Jill Fenn, John Iglar, John Lundine, Kai Song Shen, Kai Song Shen, Kate Wallace, Keenan Smith, Ken Gunther, Kevin Hewitt, Kevin Johnson, Laura Rollinson, Leulseged Assefa, Lili Gao, Lori Hymes, Lucy Venkova, Marc Bonnenfant, Maria Twerda, Marianne Graham, Marie De Peyrecave, Martha Langille, Martha Hizkias, Merid Demissie, Mette Thygesen, Michael Schooler, Michael Yimesgen, Michael Ali, Miriam Bialik van Wees, Misrak Zewdie, Mohamed El Hagfarah, Nathan Haines, Nicole Roberton, Pamela Ntshanga, Pascaline Dacharry, Ricardo Delgado Zapata, Rob Maddock, Robert Courtney, Ronen Cohen, Ruth Belay, Salsawit Tsega, Samson Abraham, Sara Schmidt, Seniye Yangin, Shewaye Akalu, Shewit Woldegabrael, Simon Snoxell, Sirak Solomon, Sisay Tesfaye Bekele, Sisay Gemechu, Sisay Zewde, Solomon Chernet, Solomon Kelkai, Srinivasan Kandaswamy, Stephanie Levine, Susan Piper, Susan Ballantyne, Svetlana Gimbel, Tadesse Woudneh, Taisha Jones, Tamiru Dagne, Tedla Damte, Tesfaye Kifle, Tesfaye Mekonnen A., Thomas Bills, Tilahun Assefa, Tomas Nicolas, Turunesh Teferra, Wei Gao, Wei Gao Pan, Wondwossen Amogne Degu, Xuecheng Shen, Yonas Tewolde Gebremedhn, Yongmei Hu, Yujian Liu, Zerihun Assefa, Anonymous (2)

Green Club Gift Level ($500 - $999): Total Donated: $7,492.38 (10% of total participants)Aaron and Kim Tyo-Dickerson, Birhan Bisrat Woldemeskel, David Kajange, Freddy Maiba, Ian de la Rosa, Dawn Sparks, Katherine Diop, Musifiky Mwanasali, Sahle Habteyes, Samuel Berhane, Sumangala Dissanayake, Surafel Seyoum,Traci Chanyalew, Zhendong Xiao

Community Club Gift Level ($1000 - $2499): Total Donated: $7,970 (6% of total participants)Belay Tekle, Edith Atsumi-Sarno, Jamil Rahman, Jian Hua Wang, Kefey Tekle, Graham Family, Yonas Berhe, Zeng Xiaohong

Director Club Gift Level ($2500 - $4999):Total Donated: $6,883.70 (1% of total participants)Abennet Meskel, Anonymous (1)

PARTICIPATION percentage by employment sector:

100%

ICS = 46.7%

Private businesses = 23.7%

Embassies = 11.1%

International NGOs = 8.9%

Others = 9.6%

100%

Private businesses = 46.1%

ICS leadership = 19.9%

ICS faculty = 14.4%

International NGOs = 9%

Embassies = 6.8%

Others = 3.8%

Percentage of AMOUNT DONATED by employment sector:

45 ADVANCEMENT

INTERNATIONAL DAYIn 2015–16 the Advancement department organized this annual event and primarily focused on strengthening the relationship between the school and its faculty/parents to reflect a sense of community. Its secondary focus was to raise funds towards the Scholarship Program. Thanks to all our International Day donors.

The International Day planning committee who volunteered their time and efforts to organize this successful event:Pascaline Dacharry, Michael Ali, Wei Gao, Sylvia Murphy, Carrie Grifths, Claudia Backman, Neriah Muisyo, Angela Martinez and over 100 host country parents provided Ethiopian food for free.

Corporate Sponsors

• East Africa Bottling Share Company donated soft drinks• BGI/St. George donated beer• Turtle Bay Beach Club – Watamu, Kenya donated 9 prizes – including weekend stays and other recreational packages• Origin Water donated drinks

• Makush Art Gallery & Restaurant donated 4 prizes – including paintings & multiple dinner vouchers• DSTV/Multi Choice donated 10 prizes – including decoders, branded leather bags and other accessories

Funds raised for Scholarship Endowment:• Vendor fees = 7,000 birr • Soft drinks and water = 24,330 birr • Beer = 9,250 birr

ICS SCHOLARSHIP GALAOn 21 May 2016, ICS hosted its second Gala at the Millennium Hall, raising funds for our Scholarship Program. The evening was a huge success, with a full house, auction prizes won and over $27,000 raised. Thank you to all our Gala donors.

Gala planning committee who volunteered their time and efforts to organize this successful event:Shoa Girma, Wei Gao, Miriam Bialik van Wees, Anna Getaneh, Sylvia Murphy, Carrie Griffiths, Kevin Johnson, TieCare,

Corporate Sponsors:East African BSC (Coke), DSTV Multi Choice Ethiopia PLC, Green International Logistics Services, Zemen Bank

Auction prize donors:David Redmond, Haile Gebre Selassie, Haile Resort, Akiko BodyWise, Alex Maffi, Diageo, Makush Art Gallery & Restaurant, Abyssinia Ballooning, ICS Operations Department, Turtle Bay Beach Club - Watamu, Kenya, FlyDubai, Ethiopian Airlines, Jim Laney, Hilton Hotel, ICS Athletics & Activities, Paradise Lodge Arbaminch, The Burns Family, Limalimo Lodge, East African Aviation, Elias Negatu, ICS Teaching Staff, Pyramid Hotel & Resorts, Boston Partners PLC - Kuriftu Resort and Spa, ICS Jazz Band, Express Travel, Michael Schooler, Tukul Village Lalibela, African Vacation Lodge, Turkish Airlines, Yitagesu Mergia, ICS Communications, Mick Cooper and Julia Emes

46

ICSAAEFInternational Community School of Addis Ababa

Education Foundation Inc.

ICS ADDIS ABABA EDUCATION FOUNDATION

Donations• Annual Fund = $1699 • Amazon Smile = $10.45 • James Laney Jr. = $1200• William Graham = $1200 • Beckett Haight = $360 • Anonymous = $5000

The International Community School of Addis Ababa Education Foundation (ICSAAEF) is a US registered 501c3 charitable organization founded in July 2014 to foster a continuing spirit of support for quality international education. ICSAAEF received donations for the ICS Scholarship Program and the Annual Fund. A big thank you to all of our 2015–16 donors to the foundation!

SCHOLARSHIP CORPORATE SPONSORS60,000 birr: Makush Art Gallery donated 10,000 birr per month for six months60,000 birr: An anonymous donor in appreciation of the ICS Security and Maintenance team

ICS EDUCATION FOUNDATION

Head of SchoolJim Laneyjim.laney@icsaddis.edu.et

Deputy Head of School for OperationsDr. George Zickefoose Ed.Dgeorge.zickefoose@icsaddis.edu.et

Deputy Head of School for FinanceYonas Berheyonas.berhe@icsaddis.edu.et

Deputy Head of School for Student Services / Elementary School PrincipalMichael Schoolermichael.schooler@icsaddis.edu.et

Middle School PrincipalElizabeth Johnstonelizabeth.johnston@icsaddis.edu.et

High School PrincipalDavid Redmonddavid.redmond@icsaddis.edu.et

Director of Teaching and LearningElaine Nicholsonelaine.nicholson@icsaddis.edu.et

Advancement DirectorWilliam Grahambill.graham@icsaddis.edu.et