ANNUAL 2025 REPORT 2026
INTERNATIONAL COMMUNITY SCHOOL OF ADDIS ABABA
CONTENTS
02
ELEMENTARY SCHOOL
01
WHOLE SCHOOL
03 MIDDLE SCHOOL
04
06
HIGH SCHOOL
COMMUNITY
05
ATHLETICS & ACTIVITIES
07 IMPACT
HEAD OF SCHOOL MESSAGE As we reflect on the 2025-2026 school year, one theme stands above all others: the strength of our community. As Head of School, I am most proud to see the ICS Way on full display every day in our classrooms, fields, stages, and community spaces — taking care of ourselves, each other, and this place. Our PTO supported pediatric cancer patients through a community fundraiser. Our High School students addressed the world’s biggest challenges at a global service summit. We cheered on our Middle School football teams as they won the first-ever ISSEA East Middle School Championship, right here on our home field. We spotlighted artistic performances across all sections, including visual art exhibitions and productions of Hoodie and Rock of Ages. Our service clubs hosted book donations, clothing drives, and food collections for people in need. We connected our students and community to important causes through our NGO Fair. We reached out beyond Ethiopia with international trips for arts, athletics, academics, and service, and we hosted visiting authors, experts, schools, and even our own alumni from around the world. And don’t forget the everyday moments. Our students and faculty collaborated across grade levels to create impactful learning experiences that demonstrated our shared curiosity, empathy, and purpose. At ICS Addis, our commitment to belonging and wellbeing continues to define who we are. ICS remains a place where every individual is welcomed, valued, and supported, and where our diversity strengthens us as a community. Together, we continue to live our mission and strive to be our best with Africa and our world. Looking forward, Earl Chamberlin
ANNUAL REPORT | 2025-2026
PAGE 1
BOARD OF GOVERNORS MESSAGE The 2025-2026 academic year was another successful one at ICS Addis. As I reflect on the year that was, I am struck by many important achievements. As a school, we continued to support student academic success, maintained and enhanced a robust activities and athletics program, enjoyed some amazing student theater performances and art displays, and celebrated our diversity through various PTO activities. We are living our community school ethos on a daily basis. Our success as a school and community is built upon a shared commitment to excellence by our students, faculty, staff, parents, and leadership team. Every time I walk on campus, I am impressed with what I see. Students laughing, playing, and enjoying our exceptional campus. Parents connecting and socializing with one another, enjoying a macchiato, discussing the latest book club read, taking in a fitness class, or enjoying the track or the pool. Teachers and staff gathered around a table to discuss how to deliver the curriculum better, or volunteering their time to support student passions. Our volunteer parents giving their time and energy to an incredible number of activities and initiatives to bring the community together, celebrate our diversity, and show appreciation for the outstanding work of our educators and staff. All of these achievements would not be possible without our amazing employees and volunteers. On behalf of the ICS Board of Governors, I want to extend my deepest gratitude for the dedication, energy and professionalism each and every member of the school teaching, administration, leadership team, our tireless PTO volunteers, and our support staff brings to work every day. Your collective efforts are essential to our students’ success here at ICS. As a board, our role is to provide governance and oversight and to ensure that ICS remains aligned with its mission, vision, and values. We work closely with the school leadership to ensure the conditions remain in place to allow the school to thrive. We are very proud to have again presented a clean audit of our finances, and continue to enhance our longer-term financial planning tools. Another important milestone was the successful completion of the search for our next Head of School. With this important decision made, the Board began its work to support a thoughtful leadership transition and ensure continuity and stability as ICS prepares for its next chapter. We effectively advanced our work of developing a new campus master plan by selecting an internationally recognized architecture firm to come to campus and engage with the community. We continued to refine our internal governance capacity, drawing on external expertise to help us be the best we can be. We approved and released the revised school Policy Manual and Board Handbook, a project that had been underway for quite some time! It is with great pride that I invite you to read through our 2025-2026 Annual Report which reflects the accomplishments, progress, and community spirit that continue to make ICS Addis such a special place. On behalf of the Board of Governors, thank you to everyone who contributed to another successful year at ICS. Warmly, Éric Huberdeau ICS Board of Governors ANNUAL REPORT | 2025-2026
PAGE 2
Our
MISSION TAKE CARE OF MYSELF
THE ICS WAY Our
Vision ANNUAL REPORT | 2025-2026
N RT RE
TAKE CARE OF OTHERS
TAKE CARE OF THIS PLACE
To be our best with Africa and our world.
CHALLENGE
EMPOWER
We nurture the talents, character and intellect of all learners, challenging them to be a positive influence and
empowering them to excel in their world.
PAGE 3
4
2025-2026 WHOLE SCHOOL OPERATING REVENUE & EXPENSES
REVENUE Tuition Income
EXPENSES
$24,702,965
96%
Salaries & Benefits Expenses
$21,469,431
84%
Investment Income
$660,894
3%
Instructional Expenses
$881,851
3%
Other Income
$264,000
1%
Student Body Expenses
$726,491
3%
$25,627,860
Support Operation Expenses
$1,993,770
8%
Allocation to Reserve
$500,000
2%
$25,571,543 2025-2026 REVENUE
2025-2026 EXPENSES
TOTAL REVENUE
$25.6M
ANNUAL REPORT | 2025-2026
TOTAL EXPENSES
$25.6M PAGE 5
RE-IMAGINING OUR CAMPUS FOR THE NEXT GENERATION Our campus plays an important role in how we learn, work, and come together as a community. In October 2025, ICS Addis invited three design firms to explore how our campus could better support our educational vision for the years ahead and to present their ideas for a Campus Master Plan. Following a thorough evaluation involving people from across our school community, we selected educational design specialist Rosan Bosch Studio (RBS) as our design partner. Since then, the RBS team has collaborated closely with our leadership, Board, faculty, staff, parents, and students. Through workshops and consultations, our community’s ideas and aspirations have directly shaped a comprehensive Campus Master plan design. The vision is grounded in two important principles: honoring the unique identity and heritage of Ethiopia and strengthening our sense of community. Inspired by local textures, craftsmanship, and architecture, the design creates spaces that encourage gathering and connection. Sustainability is woven throughout the design, responding to Addis Ababa’s climate and environment. The design brings our irregular urban site together into a unified learning landscape. Low, welcoming buildings arranged along the perimeter frame a secure, central green heart and create a campus on a human scale. Adaptable Elementary Hubs and Secondary Lounges provide flexible settings for individual and collaborative learning, while shared sports and arts facilities create opportunities for the wider community to come together. Green spaces and planting are integrated throughout the campus, alongside passive shading and systems for harvesting and reusing rainwater. This year, the Board aims to formally adopt the Campus Master plan design as our long-term framework for the next ten years. Importantly, adopting the Master plan does not commit the school to a single construction project or a fixed timeline. Instead, it establishes a clear but flexible direction, allowing individual elements to be developed in phases as our educational priorities, resources, and opportunities evolve. We look forward to beginning this next chapter in the life of ICS Addis and seeing our shared vision take shape over the coming years. Daniel Roos Chair, Campus Master Plan Task Force
ANNUAL REPORT | 2025-2026
PAGE 6
WHOLE SCHOOL | STUDENT PROFILE
416
906
202 288
Elementary School (ES)
Middle School (MS)
High School (HS)
Total Number of Students
204
Student Nationalities
Australia Bangladesh Belgium Benin Botswana Brazil Burundi Cameroon Canada China Colombia Democratic Republic Congo Cote D’Ivoire ANNUAL REPORT | 2025-2026
212 ICELAND
Czech Republic Denmark Djibouti Ethiopia Finland France Gabon Germany Ghana Haiti Hungary India Indonesia CANADA
UNITED STATES OF AMERICA
MEXICO
GUATEMALA EL SAVADOR
Iran Ireland Israel Italy Jamaica Japan Kenya Madagascar Morocco Mozambique Nepal Netherlands New Zealand
NORWAY
FINLAND
SWEDEN
DENMARK IRELAND
BELGIUM
BELARUS
POLAND
GERMANY
FRANCE
DOMINICAN REPUBLIC
ITALY
TURKEY
IRAQ
MOROCCO LIBYA
EGYPT
NICARAGUA
PANAMA
GUYANA SURINAME FRENCH GUIANA
COLOMBIA
ECUADOR PERU BRAZIL
BOLIVIA
PARAGUAY
ARGENTINA CHILE
BENIN
GUINEA
VENEZUELA
URUGUAY
SIERRA LEONE LIBERIA
TOGO IVORY COAST
GHANA CAMEROON GABON
CENTRAL AFRICAN REPUBLIC
ETHIOPIA
UGANDA
REPUBLIC OF CONGO CONGO
ANGOLA
MYANMAR
TANZANIA
ZAMBIA
BOTSWANA
MADAGASCAR
MOZAMBIQUE
LESOTHO SOUTH AFRICA
*Note: All profile data gathered as of 30 September 2025
LAOS THAILAND
143
United States Venezuela Yemen Zambia Zimbabwe
VIETNAM
PHILIPINES
KAMBOJA
SOMALIA
KENYA
ZIMBABWE NAMIBIA
NEPAL
YEMEN
NIGERIA
South Korea Spain Sri Lanka Sudan Sweden Switzerland Tajikistan Tanzania Turkey Uganda Ukraine United Arab Emirates United Kingdom SOUTH KOREA
BANGLADESH INDIA
OMAN
SUDAN
CHAD
PAKISTAN
UAE
SAUDI ARABIA
NIGER
145
JAPAN
CHINA
AFGANISTAN
IRAN
JORDAN
ALGERIA
MALI
MONGOLIA
TURKMENISTAN
SYRIA
TUNISIA
SENEGAL
COSTA RICA
KAZAKHSTAN
UZBEKISTAN
SPAIN GREECE
MAURITANIA
HAITI
Niger Nigeria Norway Pakistan Peru Philippines Poland Portugal Romania Rwanda Serbia Sierra Leone South Africa
UKRAINE
HUNGARY ROMANIA
WESTERN SAHARA
CUBA
103
RUSSIA
UNITED KINGDOM
PORTUGAL
JAMAICA BELIZE HONDURAS
99
SRI LANKA
MALAYSIA
BRUNEI
INDONESIA
AUSTRALIA
NEW ZEALAND
PAGE 7
ANNUAL REPORT | 2025-2026
PAGE 8
WHOLE SCHOOL | STAFF PROFILE Total Number of Employees
Faculty
398
Elementary School
Life-long Learners Support Staff
299
Employees participated in professional learning
56
21
18
13
27
Elementary School
Middle School
Support & General Services
Procurement & Finance
High School
High School
Facilities & Maintenance
38
10
5
4
3
ANNUAL REPORT | 2025-2026
Doctorate
Faculty Nationalities
Faculty with Advanced Degrees
Canada
53
United States of America
NORWAY
FINLAND
SWEDEN
Total
Admissions & Communications
HR
5
RUSSIA
United Kingdom
DENMARK IRELAND
BELGIUM
BELARUS
POLAND
GERMANY
FRANCE
UKRAINE
HUNGARY ROMANIA
KAZAKHSTAN MONGOLIA
ITALY
UNITED STATES OF AMERICA
PORTUGAL
UZBEKISTAN
SPAIN
TURKEY GREECE TUNISIA
JAMAICA
DOMINICAN REPUBLIC
MAURITANIA
MALI
IRAN
PAKISTAN
NIGER
CHAD
SENEGAL
NEPAL
UAE
BANGLADESH INDIA
MYANMAR
OMAN
SUDAN YEMEN
VENEZUELA
PANAMA
BENIN
GUINEA GUYANA SURINAME FRENCH GUIANA
COLOMBIA
SIERRA LEONE LIBERIA
TOGO IVORY COAST
VIETNAM
PHILIPINES
KAMBOJA NIGERIA
GHANA CAMEROON GABON
ECUADOR
LAOS THAILAND
NICARAGUA
COSTA RICA
SOUTH KOREA
AFGANISTAN
EGYPT SAUDI ARABIA
HAITI
BELIZE HONDURAS
LIBYA
WESTERN SAHARA
CUBA
CHINA IRAQ
JORDAN ALGERIA
MEXICO
JAPAN
TURKMENISTAN
SYRIA
MOROCCO
Others: Belgium, Columbia, Denmark, Ethiopia, France, India, Ireland, Italy, Jamaica, Kenya, Latvia, Mexico, New Zealand, The Philippines, Poland, Portugal, Romania, Slovenia, South Africa, South Korea, Spain, Sweden, Switzerland
251 8
Athletics & Activities
UNITED KINGDOM
CANADA
GUATEMALA EL SAVADOR
12
Security
Office of Learning & Library
ICELAND
Total
Whole School
39
IT
13
Average retention years for overseas hire faculty
Master’s
Middle School
Faculty Nationalities
3.54
73
55 27 38 27 147
ETHIOPIA
CENTRAL AFRICAN REPUBLIC UGANDA
REPUBLIC OF CONGO CONGO
PERU
33
SOMALIA SRI LANKA
MALAYSIA
BRUNEI
Ethiopia
KENYA
INDONESIA
TANZANIA
BRAZIL
ANGOLA
BOLIVIA
ZIMBABWE PARAGUAY
NAMIBIA
5
ZAMBIA
BOTSWANA
MADAGASCAR MOZAMBIQUE
Australia
AUSTRALIA
LESOTHO
ARGENTINA
URUGUAY
SOUTH AFRICA
CHILE NEW ZEALAND
6
New Zealand
PAGE 9
ANNUAL REPORT | 2025-2026
PAGE 10
STRENGTHENING GLOBAL CITIZENSHIP
ACHIEVING HIGHLY EFFECTIVE AND PROGRESSIVE LEARNING
ENHANCING WELLBEING, INCLUSION, AND BELONGING
EMBRACING INNOVATION
ANNUAL REPORT | 2025-2026
PAGE 11
STRATEGIC COMMITTEE UPDATE: WELLBEING & BELONGING
FROM LISTENING TO BELONGING: A NEW APPROACH TO WELLBEING
At ICS Addis, wellbeing is becoming more than a collection of programs. It is increasingly part of how the school listens, plans, teaches and cares for its community. The work began amid significant disruption. The effects of the pandemic, regional conflict and leadership transitions placed new pressures on students, families and employees. At the same time, concerns about bullying, harassment and disrespect made clear that wellbeing could not depend on isolated responses or anecdotal impressions. The school needed a coordinated system.
about progress, expectations and consequences. Employees seek greater clarity, more manageable workloads and personalized professional growth. Survey results also revealed differences in the experiences of male and female community members, as well as lower wellbeing indicators in the Middle School. Those findings are not treated as verdicts. They are the next set of questions. ICS Addis is building a culture in which wellbeing is not simply discussed after difficulties arise, but designed into the everyday experience of school.
Weekly PULSE surveys now give students in Grades 3–12 regular opportunities to describe their wellbeing, while staff surveys help leaders understand emerging employee needs. Annual attitudes and behavior assessments, post-activity surveys and school experience surveys add further depth. Rather than reducing people to numbers, these tools help identify when an individual, grade level or section may need attention. That evidence has already shaped practice. ICS Addis has established wellbeing budgets, published a Wellbeing Values Statement and created a transparent policy-review cycle. Counseling programs are beginning to connect international social-emotional learning standards with Advisory and Primary Years Programme units. Activities such as Morning Miles, staff wellbeing sessions and the Sunshine Committee provide different entry points for physical health, mental health, connection, and recovery. The school has also strengthened its response to bullying and identity-based harm. Student, faculty and parent focus groups informed prevention education and age-appropriate “Speak Up” protocols. The reports indicate fewer incidents of bullying and disrespect, alongside improved staff retention and greater awareness of how community members can seek help. The evidence also points to unfinished work. Students want a healthier balance between academic pressure and personal agency. Families are asking for clearer communication ANNUAL REPORT | 2025-2026
PAGE 12
STRATEGIC COMMITTEE UPDATE: GLOBAL CITIZENSHIP GLOBAL CITIZENSHIP ROOTED IN PLACE
What does it mean to educate a global citizen in Addis Ababa? At ICS Addis, the answer begins not with distant ideas, but with a deeper connection to Ethiopia, Africa and the communities immediately beyond the school gates.
the curriculum and beyond. Story exchanges, multilingual greetings, cultural celebrations and partnerships with local schools help students understand that intercultural competence grows through curiosity, relationships and respect.
Over the past year, ICS Addis has worked to move global citizenship and environmental stewardship from a collection of worthwhile projects to a coherent school-wide commitment. In October 2025, the school partnered with the Institute for the Built Environment to develop a Whole School Sustainability Framework. A two-day visioning workshop brought together students, teachers, board members and operations, producing a three-year action plan and informing sustainable practices within the school’s 10-year Campus Master Plan.
The next challenge is driving the consistency of meaningful action and relationships. Strong examples exist across the school, but implementation and documentation still vary among divisions, and some intercultural learning remains at the surface level. ICS Addis will continue aligning curriculum, expanding professional learning and developing better ways to measure long-term impact.
The shift from occasional activity to enduring structure is more visible in the school’s partnerships. A centralized registry now brings greater continuity to relationships with organizations including Tesfa Addis Parents Childhood Cancer Organization (TAPCCO), Hope for Korah and New English Private School. Formal agreements are helping ensure that community engagement is based on reciprocal learning and sustained collaboration rather than one-time service.
The emerging lesson is both simple and demanding: global citizenship cannot be confined to a special event. It must be lived through daily choices, authentic partnerships and students’ willingness to care for, and act within, the world they already inhabit.
Students remain the most important drivers of the work. Through the PYP Exhibition, Creativity Action Service, Model United Nations, Middle School community engagement, Earth Day projects and High School “Turn Up Tuesdays,” students have investigated real issues and translated learning into action. Recycling initiatives and a student movement to eliminate single-use plastics demonstrate that environmental responsibility is becoming something students practice, not merely study. Global citizenship has also taken on a distinctly local character. The appointment of a full-time Elementary School Ethiopian Studies teacher and an additional Home Language Coordinator has strengthened the place of language, culture and identity across
ANNUAL REPORT | 2025-2026
PAGE 13
STRATEGIC COMMITTEE UPDATE: HIGHLY EFFECTIVE LEARNING PROGRESSIVE BUILDING THE CONDITIONS FOR HIGH-QUALITY LEARNING
The most consequential changes in a school are not always immediately visible. They can be found in the time teachers spend examining student work, the questions teams ask about assessment data, and the agreements that allow a student to encounter a coherent learning experience from one classroom to the next. ICS Addis’s Highly Effective Learning Progressive beliefs are focused on building those conditions. Our school seeks to strengthen the written, taught, and assessed curriculum while preserving the creativity and personalized learning design of teachers. The work gained momentum as ICS Addis became a four-program International Baccalaureate Continuum School in 2025, with the addition of the Middle Years Programme and Career-related Programme. That growth created both an opportunity and a responsibility: students moving through the PYP, MYP, DP/CP and ICS Pathways should experience a connected approach, feeling nurtured, challenged, and empowered through high-quality instruction.
Students and families are helping define the next phase. Students have called for more targeted feedback and better coordination of assessment deadlines. Families continue to express confidence in academic quality while identifying consistency as an area for growth. The school is also strengthening its analysis of outcomes for students receiving learning support, English as an Additional Language, Student Transition Education Program and other targeted services. The foundations are now in place, but ICS Addis recognizes that structural change is not the same as classroom impact. The next step is to make the school’s mission to nurture, challenge and empower an explicit test for every unit, assessment, and instructional decision. Better learning depends on turning shared aspirations into dependable daily practice.
Rather than adding another layer of meetings, the school has begun embedding improvement into its existing rhythms. Wednesday collaboration time, professional learning calendars and Professional Learning Communities give teachers protected opportunities to co-plan units, examine evidence, and refine instruction. Toddle provides a common space for documenting and sharing curriculum, while assessment information, including MAP, CEM, WIDA and IBDP results, is increasingly used as a starting point for team inquiry rather than simply an endpoint for reporting. The development of our practice includes expanding who leads instructional improvement. Grade-level leaders, team leads, and department heads are taking greater responsibility for coaching, curriculum review and program alignment. Faculty members have volunteered to analyze evidence, support accreditation work and develop shared approaches. This expansion of leadership has been one of the initiative’s most promising outcomes. ANNUAL REPORT | 2025-2026
PAGE 14
416
111
Students
Faculty
227
ELEMENTARY SCHOOL ANNUAL REPORT | 2025-2026
After School Activities
PAGE 15
01
Create highly effective, inclusive learning through strong teams and planning for each student first.
It takes a team to know every student and design learning that responds to their strengths, needs, interests, and readiness to learn. Related achievements: • Strengthened the hub model for collaborative planning and inclusive design, centered on “each student first.” • Improved sharing of student strengths, needs, and interests across teaching and support teams to provide more consistent, personalized support. • Used assessment data more intentionally to connect evidence of learning with instructional planning. • Strengthened inclusive practice through targeted professional learning and collaborative team development. • Developed coherent PYP units in Toddle, alongside innovative approaches including Early Years play plans, mathematics initiatives, and Students Teaching Students. • Expanded inquiry-based, conceptual approaches to Ethiopian Studies and Amharic. • Shared Elementary expertise beyond ICS through teacher presentations at AISA and SENIA. Next steps: • Deepen the hub model as a collaborative approach to inclusive design and planning for each student first. • Align Professional Growth and Reflection with collective team development and inclusive practice. • Develop more systematic approaches to embedding student support within teaching and learning. • Begin the Early Years curriculum review and continue professional learning aligned with IB standards and practices. ANNUAL REPORT | 2025-2026
PAGE 16
02
Develop globally minded learners through community connections, sustainability, and outdoor learning.
Develop understanding and inspire action through authentic community partnerships, global citizenship, environmental learning, and opportunities to learn with and through nature. Related achievements: • Integrated global citizenship into unit planning and student projects and began mapping community and NGO partnerships across the Programme of Inquiry. • Expanded authentic connections through the Community Engagement Fair and Elementary Career Week. • Engaged students and teachers in developing the ICS Sustainability Framework and strengthened sustainability connections within learning. • Expanded outdoor learning through experiences including the Grade 5 rooftop garden, nature walks, and outdoor reading. • Advanced plans for nature-focused playgrounds and learning environments that connect pedagogy, wellbeing, play, and the natural environment. Next steps: • Continue to develop outdoor environments that support learning, belonging, and wellbeing. • Make global citizenship more explicit and coherent across the Programme of Inquiry, with clear opportunities for student agency and action. • Deepen sustained, reciprocal relationships with community and NGO partners and evaluate their impact on student learning. • Share ICS’s developing approaches to designing learning spaces with the wider educational community.
ANNUAL REPORT | 2025-2026
PAGE 17
03
Build a strong culture of wellbeing, belonging, and predictable support for every learner.
Learning should be designed around what we know about students so that every child is known, supported, appropriately challenged, and able to thrive. Related achievements: • Strengthened the “every student known” protocol and more intentional sharing of student strengths, needs, interests, readiness, and conditions for thriving. • Strengthened the use of PULSE and other wellbeing information to identify student needs and inform support. • Developed greater coherence in social-emotional learning through counseling, social circles, social-thinking skills, and emerging common social-emotional learning (SEL) language and behavior-support approaches. • Strengthened bullying prevention and belonging through coordinated counseling approaches and the Speak Up protocol. • Clarified Elementary counseling roles and responsibilities to strengthen coordination and student support. • Expanded professional learning and wellbeing opportunities for faculty, including inclusive design and teacher wellbeing. Next steps: • Review and strengthen the Elementary SEL program for alignment with the ICS mission, Elementary vision and values, and PYP framework. • Strengthen approaches to self-regulation, co-regulation, predictable support, and bullying prevention. • Continue developing sensory and learning environments that support regulation, inclusion, and belonging. • Build greater consistency in SEL language and behavior-support practices across Elementary. • Expand opportunities for students, staff, and families to strengthen wellbeing and engagement. ANNUAL REPORT | 2025-2026
PAGE 18
202
48
Students
Faculty
91
MIDDLE SCHOOL ANNUAL REPORT | 2025-2026
After School Activities
PAGE 19
01
Develop highly functional teams that collaborate to create a coherent, student-centered MYP curriculum focused on deep learning.
Strong collaboration and coherent MYP planning create engaging learning experiences that challenge students, strengthen agency, and support consistently high-quality teaching. Related achievements: • Established the MYP Beta Project and a common unit-planning framework aligned with MYP enhancements across all subject areas. • Strengthened consistency in planning, teaching, assessment, and communication through greater collaboration within and across departments. • Introduced high-impact learning strategies and structured observation and feedback through faculty professional learning and departmental goals. • Began exploring responsible AI integration through a focused pilot in Individuals & Societies. • Increased student agency and voice, including student input into the new student agenda and participation in parent learning sessions. Next steps: • Refine MYP unit planning through regular collaboration so that purpose, engagement, pedagogy, and assessment are consistently student-centered. • Embed high-impact instructional practices within curriculum review, professional learning, and program expectations. • Strengthen collaborative teams focused on coherent curriculum, deep learning, and student agency. • Continue evaluating AI’s impact on learning and explicitly teach students to use AI responsibly and ethically.
ANNUAL REPORT | 2025-2026
PAGE 20
02
Develop global citizenship through authentic community engagement and integration into MYP learning.
Students develop as globally minded learners by connecting classroom learning with Ethiopia and the wider world, building reciprocal community relationships, and taking meaningful action. Related achievements: • Expanded authentic community engagement through curricular units, the Green Team, and Week Without Walls, including partnerships with Brookhills School and Hope for Korah. • Used the NGO Fair to connect teachers with community organizations and identify authentic opportunities for curriculum-connected student action. • Identified global engagement opportunities within MYP subject-group planning. • Began strengthening connections between MYP enhancements, global citizenship, and sustainability across the Middle School. Next steps: • Integrate community engagement more intentionally into MYP units and student projects. • Strengthen connections between curriculum, community engagement, and Week Without Walls. • Develop a coherent Grades 6–12 vision for sustained, reciprocal community partnerships. • Continue embedding global citizenship and sustainability within Middle School learning.
ANNUAL REPORT | 2025-2026
PAGE 21
03
Build a strong culture of wellbeing, belonging, and student agency so every Middle School student is known, connected, and supported.
Strong relationships, student voice, purposeful advisory, and responsive support help students develop the confidence, agency, and sense of belonging they need to thrive. Related achievements: • Strengthened the “every student known” approach through PULSE, Attitudes and Behaviors, and School Experience survey data, with regular review to identify needs and connect students with support. • Enhanced advisory through structured SEL resources, increased counselor-led learning, and greater collaboration among Grade Level Leaders, counselors, and Middle School leadership. • Expanded the House program to strengthen community and belonging. • Used weekly student support meetings to identify students needing academic or social-emotional support and coordinate responsive action. • Strengthened home-school connections through Hopes & Dreams conferences and other family engagement opportunities. Next steps: • Use disaggregated wellbeing and School Experience data more systematically to identify needs and guide action. • Strengthen advisory through Wayfinder and connect social-emotional and academic learning more intentionally. • Expand student agency and leadership through opportunities such as House Council and co-created systems for student voice. • Empower students and staff to take greater ownership of belonging, inclusion, and positive relationships. • Increase counselor visibility and continue strengthening family-school partnerships around student wellbeing and success.
ANNUAL REPORT | 2025-2026
PAGE 22
288
56
Students
Faculty
85
HIGH SCHOOL ANNUAL REPORT | 2025-2026
After School Activities ICS DIPLOMA
PAGE 23
01
Strengthen coherence, student agency, instructional quality, and access to pathways across Grades 9-12.
Provide a coherent and challenging High School experience in which students develop agency, experience high-quality learning, and access pathways aligned with their strengths, interests, and future aspirations. Related achievements: • Strengthened curriculum coherence through protected collaboration for planning, assessment moderation, and departmental alignment. • Expanded guidance and access across DP, CP/BTEC, and ICS Diploma pathways, with clearer progression and course-selection processes. • Created authentic opportunities for students to demonstrate agency and apply learning through the MYP Personal Project, TOK Exhibition, BTEC business pitches, and other pathway-specific experiences. • Began pathway and course selection conversations earlier, giving students more opportunity to explore and make informed choices. • Strengthened instructional practice through continued faculty participation in IB professional learning, conferences, and regional networks. Next steps: • Define and embed a shared understanding of high-quality learning at ICS, aligned with IB approaches to teaching, Universal Design for Learning, and the ICS mission. • Strengthen coherence across the Grades 6–10 MYP and transitions into DP, CP/BTEC, and ICS Diploma pathways. • Use common curriculum documentation, moderation, observation, and feedback to increase consistency in students’ learning experiences. • Establish shared expectations for ethical, critical, and purposeful use of AI, including academic integrity, privacy, and equitable access. • Continue evaluating pathways through student experience, participation, achievement, completion, and postsecondary destinations.
ANNUAL REPORT | 2025-2026
PAGE 24
02
Develop global citizenship through sustained community engagement and authentic action.
Connect learning with Ethiopia and the wider world through sustained partnerships that enable students to investigate authentic needs, take meaningful action, reflect on their learning, and contribute as positive influences in their communities. Related achievements: • Expanded Turn Up Tuesday to 20 student-led programs, connecting student leadership and action with community partners. • Extended the Grade 9 Story Circles initiative to multiple community partners, with Yeneta Academy adapting the model and extending it to five additional schools. • Strengthened structured community engagement through CAS and CP, emphasizing investigation, planning, action, reflection, and sharing. • Connected learning with workplaces and community organizations through Grade 11 internships and established partnerships. • Supported student-led initiatives addressing authentic community needs, including 3D Cure, Enat Energy, Bloom, and Empty Bowls. Next steps: • Connect curriculum more intentionally with established community partnerships, building sustained engagement rather than isolated activities. • Strengthen coherence in community engagement across Grades 6–12 and clarify connections among TOK, CAS, CP, interdisciplinary learning, and sustainability. • Deepen reciprocal partnerships through shared planning, community voice, and long-term collaboration. • Strengthen evaluation of impact through student reflection, curriculum evidence, sustained participation, and community-partner feedback. • Clarify sustainability commitments and prioritize initiatives that can be implemented meaningfully and sustained over time.
ANNUAL REPORT | 2025-2026
PAGE 25
03
Build a strong culture of wellbeing, inclusion, and belonging so every student is known, supported, and able to thrive.
Use strong relationships, student voice, and evidence to identify needs early, provide timely support, and create a High School experience in which students feel safe, connected, and known. Related achievements: • Strengthened Student Support Services processes to improve coordination, early identification, and follow-through for students requiring additional support. • Expanded the use of PULSE, Attitudes and Behaviors, and School Experience data to better understand student wellbeing and experience. • Strengthened multiple pathways for student connection, voice, and support through advisory, counseling, and the Speak Up protocol. • Introduced the Readiness Program, creating shared expectations around Presence, Preparation, Presentation, and Promises. • Used PULSE and readiness information to help advisors, Grade Level Leaders, and counselors identify concerns and respond earlier. • Maintained an average recorded readiness rate of approximately 97.5% in February and March, establishing an initial baseline for future evaluation. Next steps: • Develop a coherent framework connecting wellbeing, belonging, behavior, inclusion, and safety. • Use disaggregated student-experience data to identify priority needs, take action, and evaluate impact. • Strengthen advisory through a clear developmental sequence and purposeful implementation of Wayfinder. • Build greater consistency in restorative, inclusive, and culturally responsive approaches across the High School. • Strengthen communication and partnership with families around student wellbeing, belonging, and support. ANNUAL REPORT | 2025-2026
PAGE 26
University Acceptances and Matriculations (2024-2026) Bold indicates matriculation; asterisk* denotes multiple matriculations.
United States of America Adelphi University Agnes Scott College American Musical and Dramatic Academy American University* Arizona State University Campus Immersion Art Center College of Design Auburn University Augustana College* Augustana University Baylor University Beloit College Berklee College of Music Binghamton University Biola University Boston University Bowdoin College Brandeis University Bridgewater State University Brown University Bucknell University Butler University California Institute of the Arts California Lutheran University California State University-Channel Islands California State University-Long Beach Calvin University Carleton College Case Western Reserve University Centre College Chapman University Claremont McKenna College Clark University* Clarkson University Clemson University College of William & Mary* Columbia College Chicago Concordia College at Moorhead Connecticut College Daemen University Dartmouth College Dean College Denison University DePaul University DePauw University Drexel University Duke University* Eckerd College Elon University Embry-Riddle Aeronautical University-Daytona Beach
ANNUAL REPORT | 2025-2026
Emory University Florida Atlantic University Florida State University Fordham University* Franklin W Olin College of Engineering Furman University George Mason University* George Washington University Georgia Institute of Technology-Main Campus Georgia State University Gettysburg College Goucher College Grinnell College Hampton University Hawaii Pacific University Hesston College Hobart William Smith Colleges Hofstra University Hope College Houston Baptist University Houston Christian University Howard Community College Howard University Illinois College Illinois Institute of Technology Indiana University-Bloomington Iowa State University James Madison University Juniata College Kennesaw State University Kent State University at Ashtabula Kenyon College Kettering University Kutztown University of Pennsylvania Lafayette College* Lake Forest College Lewis & Clark College Long Island University Loyola Marymount University* Loyola University Chicago Loyola University Maryland Loyola University New Orleans Lycoming College Lynn University Marist College Marist University Maryland Institute College of Art Marymount University Massachusetts College of Art and Design
Massachusetts College of Pharmacy and Health Sciences Mercer University Michigan State University Milwaukee Institute of Art & Design Nazareth College Nazareth University New Jersey Institute of Technology* New York Film Academy New York University Newman University Northeastern University* Northwest Missouri State University Oberlin College Occidental College Ohio State University-Main Campus Pace University Palm Beach Atlantic University Pennsylvania State University Pepperdine University Pitzer College Plymouth State University Pratt Institute-Main Princeton University Purdue University Northwest Queens University of Charlotte Quinnipiac University Radford University Randolph-Macon College Reed College Rhode Island School of Design Rhodes College Rochester Institute of Technology Roger Williams University Rollins College Rose-Hulman Institute of Technology Rutgers University Saint Edward’s University Saint Mary’s College of California San Diego State University San Jose State University Savannah College of Art and Design School of the Art Institute of Chicago School of Visual Arts Seattle University Seton Hall University Simpson College Skidmore College Southern Methodist University Southern New Hampshire University
Southwestern University Spelman College St Olaf College St. John’s University-New York St. Mary’s College of Maryland State University of New York at Plattsburgh Stetson University Stevens Institute of Technology Stonehill College Stony Brook University Suffolk University SUNY College at Plattsburgh SUNY Oneonta Syracuse University Temple University* Texas A & M University-College Station Texas Christian University The Catholic University of America The College of Wooster The Cooper Union for the Advancement of Science and Art The New School The University of Tampa The University of Tennessee-Knoxville The University of Texas at Arlington The University of Texas at Austin The University of Texas at Dallas Towson University Trinity University Tufts University Tulane University of Louisiana University at Albany University at Buffalo University of Arizona University of California San Diego University of California-Berkeley* University of California-Davis University of California-Los Angeles University of California-San Diego University of California-Santa Barbara University of California-Santa Cruz University of Colorado Boulder University of Connecticut University of Dayton University of Florida University of Hartford University of Houston University of Idaho University of Illinois Chicago University of Illinois Urbana-Champaign
University of Kansas University of Maine University of Maine at Farmington University of Maryland-Baltimore County University of Maryland-College Park University of Massachusetts-Amherst University of Massachusetts-Dartmouth University of Massachusetts-Lowell* University of Miami University of Michigan-Ann Arbor University of Michigan-Flint University of Mississippi University of Mount Union University of Nevada-Las Vegas University of New Hampshire-Main Campus University of North Carolina at Chapel Hill University of Oregon University of Pennsylvania University of Pittsburgh University of Richmond University of San Diego University of San Francisco University of South Carolina-Columbia University of South Dakota University of South Florida University of Southern Maine University of Southern Mississippi University of Utah University of Vermont University of Virginia* University of Washington-Seattle Campus University of Wisconsin-Madison University of Wyoming Villanova University Virginia Commonwealth University Virginia Polytechnic Institute and State University* Wartburg College Washington and Lee University Washington State University Wentworth Institute of Technology Wesleyan College Wesleyan University Western Washington University Westminster University Wheaton College Widener University Worcester Polytechnic Institute
PAGE 27
University Acceptances and Matriculations (2024-2026) CANADA Alberta University of the Arts Brock University Carleton University* college Heritage Concordia University* Emily Carr University of Art and Design
Humber College Huron University Lakehead University McGill University McMaster University* Nova Scotia College of Art and Design
Ontario Tech University Queen’s University Simon Fraser University Thompson Rivers University Toronto Metropolitan University University of Alberta*
University of British Columbia* University of Calgary University of Guelph University of Guelph-Humber University of Ottawa University of Toronto*
University of Victoria University of Waterloo University of Windsor Western University Wilfrid Laurier University York University
Loughborough University Manchester Metropolitan University Nottingham Trent University Queen Mary University of London Queen’s University Belfast
The University of Edinburgh University of Bath University of Birmingham University of Brighton University of Bristol
University of Glasgow University of Leeds University of Manchester University of Nottingham University of Reading
University of Sheffield University of Southampton
France France Germany Germany Germany Ireland Italy Italy
Italy Italy Netherlands Netherlands Netherlands Netherlands Netherlands Netherlands
Netherlands Netherlands Netherlands Netherlands Netherlands Netherlands Netherlands Norway
Spain ESADE Business School Spain EU Business School Spain IE University Spain Schellhammer Business School Switzerland Franklin University Switzerland Switzerland Lucerne School of Computer Science and Information Technology* Türkiye Koç University
UNITED KINGDOM Bristol, University of the West of England Cardiff University Glasgow School of Art King’s College London, University of London* Leeds Arts University
EUROPE Belgium Finland Finland Finland Finland Finland France France
KU Leuven Arcada University of Applied Sciences HAAGA-HELIA University of Applied Sciences HAMK University of Applied Sciences JAMK University of Applied Sciences Turku University of Applied Sciences EDHEC Business School Grenoble Ecole de Management
ANNUAL REPORT | 2025-2026
KEDGE Business School The American University of Paris Berlin School of Business and Innovation Lancaster University Leipzig SRH University Trinity College Dublin John Cabot University Le Cordon Bleu
Nuova Accademia di Belle Arti The American University of Rome Erasmus University Rotterdam Hanze Institute of Engineering Hanze University of Applied Sciences Leiden University Saxion University of Applied Sciences The Hague University of Applied Sciences
Tilburg University University of Amsterdam University of Groningen Utrecht University* Vrije Universiteit Amsterdam Webster Leiden Campus Webster University Leiden American College of Norway
12
14
Average number of University Applications for Class of 2026
Gap Year/Military 2024-2026 PAGE 28
IB Diploma Results
31
27
7
43
IB Diploma Candidates
IB Diplomas Awarded
Bilingual Diplomas Awarded
Highest DP Points Awarded
ICS Scholarship Program ICS annually grants 4 need-blind and merit-based scholarships to exceptional Grade 8 students from various schools in Addis Ababa. Each scholarship provides full tuition for four years, guaranteeing enrollment at ICS for the entirety of high school.
ANNUAL REPORT | 2025-2026
PAGE 29
ANNUAL REPORT | 2025-2026
PAGE 30
400+ 90%
ATHLETICS & ACTIVITIES ANNUAL REPORT | 2025-2026
After School Activities
Average seasonal participation
264
14
Individuals traveled on school trips
ISSEA events attended
Hosted first ever ISSEA Middle School Football Tournament
17 Overseas trips
PAGE 31
01
Develop highly effective, learning progressive Athletics and Activities programs for all students.
Develop high-quality, vertically aligned programs that build skills, leadership, teamwork, creativity, and healthy habits. Strong systems, professional learning, facilities, and resources support a balanced student experience across academics, arts, athletics, and activities. Related achievements: • Strengthened systems, procedures, and staff responsibilities to improve program quality, consistency, and communication. • Improved After School Activities programming and management through SchoolsBuddy. • Expanded athletics participation, including restructuring Middle School sports to six teams per sport with more than 100 students participating. • Built a strong after school aquatics program with more than 80 students participating. • Hosted more than 100 fixtures and multiple invitational tournaments while expanding opportunities for student travel and competition. • Increased the use of student feedback to strengthen coaching and program development. Next steps: • Strengthen vertical alignment of Athletics and Activities across Elementary, Middle, and High School. • Develop student-athlete understanding of training, recovery, nutrition, and healthy performance. • Expand professional learning and development for coaches. • Maximize facilities, including the swimming pool, to broaden programming and participation. • Continue refining systems and procedures to strengthen program quality, efficiency, and accessibility. ANNUAL REPORT | 2025-2026
PAGE 32
02
Build belonging, leadership, and global citizenship through Athletics and Activities.
Athletics and Activities provide powerful opportunities to develop leadership, service, teamwork, resilience, and community responsibility. Through the One Team philosophy, participation strengthens school identity, belonging, and connection to the ICS community. Related achievements: • Introduced the One Team philosophy to strengthen shared identity, school pride, and belonging. • Launched the Eagles Leadership Program, creating meaningful opportunities for students to lead, mentor, and serve. • Strengthened relationships with students, families, and staff through increased visibility, communication, and engagement. • Expanded community participation through dedicated community time and weekend family access to the pool. • Strengthened shared identity through new team uniforms and spirit wear. Next steps: • Expand opportunities for student leadership, service, mentoring, teamwork, and community engagement. • Embed the One Team philosophy across programs to strengthen school pride, identity, and belonging. • Deepen partnerships with families, local organizations, clubs, and community groups. • Strengthen the connection between Athletics & Activities, the ICS Way, and developing students as positive influences in their communities. • Expand opportunities to bring the ICS community together through major events.
ANNUAL REPORT | 2025-2026
PAGE 33
03
Create inclusive, innovative, and balanced opportunities that support the whole student.
Provide accessible opportunities for students to participate, connect, and pursue interests beyond the classroom, balancing academics, arts, athletics, activities, and wellbeing while responding to student voice. Related achievements: • Expanded the range and accessibility of athletics, activities, aquatics, and experiential opportunities available to students. • Increased opportunities for overseas travel, competition, collaboration, and experiences beyond the classroom. • Used student feedback to strengthen programming and better respond to student interests and needs. • Expanded access to campus facilities and programming for students and the wider ICS community. • Established a strategic commitment to inclusive participation and a balanced student experience across academics, arts, athletics, and activities. Next steps: • Continue diversifying programs to provide meaningful opportunities for students with different interests, abilities, and experience levels. • Use student voice and participation data to guide program development and innovation. • Explore scheduling and program structures that increase access while supporting academic balance and student wellbeing. • Expand creative and performing arts opportunities, including delivery of a large-scale theatre production. • Continue developing innovative programming that supports a balanced and engaging student experience.
ANNUAL REPORT | 2025-2026
PAGE 34
PTO International Breakfasts
Parent volunteers celebrate one region of the world each month by sharing signature dishes, games, and cultural traditions during a breakfast event designed to build community thorough our diversity.
Monthly Community Markets
A lively gathering where parents showcased homemade goods, crafts, and treats fostering connection, creativity, and support for small local initiatives.
Grade-Level Meetups
Casual yet meaningful gatherings that brought parents together by grade, encouraging friendships, discussions, and stronger bonds within each cohort.
Cultural Training Day
In this powerful learning and reflection event, parents and staff explore the richness of our multicultural community and deepen their understanding of cultural awareness.
COMMUNITY PTO + ALUMNI ANNUAL REPORT | 2025-2026
Movie Night
A fun, family-friendly evening under the stars filled with laughter, popcorn, and shared memories— bringing our community together in the spirit of joy and relaxation.
Staff and Teacher Appreciation Day
A heartfelt celebration honoring the dedication of our amazing teachers and staff. Thoughtful gifts, delicious food, and warm gestures expressed the community’s deep gratitude for their hard work and care throughout the year.
Fundraiser Event
The PTO organized the annual carnival-style fundraiser. With the support of dozens of student and parent volunteers, the entire community enjoyed games, bouncy castles, and delicious food -- raising 400,000 Ethiopian birr to support a local cancer center in the process. PAGE 35
ALUMNI 3,590
627
314
20
Total network size
Users registered on ICS Alumni platform
Alumni volunteers
Alumni campus tours
6
5
Alumni community market participants
Reunions hosted
Toronto Reunion February 2026 19 attendees
Washington, D.C. Reunion June 2026 13 attendees
Users registered on ICS Alumni platform year-on-year
ICELAND
NORWAY
FINLAND
SWEDEN
UNITED KINGDOM
CANADA
DENMARK IRELAND
BELGIUM
BELARUS
POLAND
GERMANY
FRANCE
UKRAINE
HUNGARY ROMANIA
KAZAKHSTAN MONGOLIA
ITALY
UNITED STATES OF AMERICA
PORTUGAL
UZBEKISTAN
SPAIN
TURKEY GREECE
LIBYA
DOMINICAN REPUBLIC
PAKISTAN
MAURITANIA
HAITI
MALI
NIGER
BANGLADESH MYANMAR
INDIA OMAN
SUDAN
CHAD
SENEGAL
YEMEN
VENEZUELA
PANAMA
BENIN
GUINEA GUYANA SURINAME FRENCH GUIANA
COLOMBIA
SIERRA LEONE LIBERIA
TOGO IVORY COAST
VIETNAM
PHILIPINES
KAMBOJA NIGERIA
GHANA CAMEROON GABON
ECUADOR
LAOS THAILAND
NICARAGUA
COSTA RICA
Addis Ababa Reunion April 2026 40 attendees
NEPAL
UAE
SAUDI ARABIA
SOUTH KOREA
AFGANISTAN
IRAN
EGYPT
WESTERN SAHARA
CUBA JAMAICA BELIZE HONDURAS
CHINA IRAQ
JORDAN ALGERIA
MEXICO
JAPAN
TURKMENISTAN
SYRIA
TUNISIA MOROCCO
GUATEMALA EL SAVADOR
Alumni Sports Reunion December 2025 25 attendees
RUSSIA
ETHIOPIA
CENTRAL AFRICAN REPUBLIC UGANDA
REPUBLIC OF CONGO CONGO
PERU
SOMALIA SRI LANKA
MALAYSIA
BRUNEI
KENYA
Nairobi Reunion November 2025 7 attendees
INDONESIA
TANZANIA
BRAZIL
ANGOLA
BOLIVIA
ZAMBIA ZIMBABWE
PARAGUAY
NAMIBIA
BOTSWANA
MADAGASCAR MOZAMBIQUE
AUSTRALIA
LESOTHO
ARGENTINA
ANNUAL REPORT | 2025-2026
URUGUAY
SOUTH AFRICA
CHILE NEW ZEALAND
PAGE 36
Student & Community COMMUNITY Impact ALUMNI + PTO ANNUAL REPORT | 2025-2026
PAGE 37
Story Exchange 2026 Where Voices Meet and Empathy Grows They arrived as strangers but left carrying one another’s stories. At the third annual Story Exchange, ICS Grade 9 students met community members from different backgrounds and generations to practice listening, empathy and connection. Inspired by UNESCO Story Circles, the event invited participants to share personal experiences in response to prompts. Students first exchanged stories with a community partner, then joined circles of four to six people, where they retold their partner’s story in the first person. This exercise challenged them to listen closely, understand another person’s emotions and represent their experiences with care. “Empathy is our key word,” explained facilitator Tsegereda Abebe. She hopes students will leave with a better understanding of what people experience beyond the classroom. The event began as a Grade 9 activity and expanded after teachers saw its impact. This year, guests included people from community groups such as Mekedonia, bringing a wider range of ages and life experiences into the conversation. For Grade 9 student Hanim M., welcoming guests was itself a lesson in empathy. Many visitors were entering an unfamiliar environment, and she recognized the importance of making them feel comfortable and respected. “I learned not to judge someone at face value,” she said, describing how the exchange encouraged her to get to know people before making assumptions. Amran M. felt a similar responsibility. Retelling someone else’s story meant remembering its details and appreciating that everyone faces different challenges. The experience reinforced her belief that people cannot be understood simply through appearances or first impressions. The Story Exchange offered more than a chance to hear moving stories. By sharing personal experiences, listening without interruption and speaking from another person’s perspective, students practiced skills they can carry into daily life. Ms. Abebe hopes the event will continue growing and become a lasting ICS tradition, reaching more students, staff and community members each year. As the circles ended and participants returned to their routines, they took with them a simple lesson: meaningful connections can begin with a question, an open mind and a willingness to listen.
ANNUAL REPORT | 2025-2026
PAGE 38
Student Leadership Creates Local Impact and Regional Inspiration ICS students are turning their commitment to community engagement into action, and their work is inspiring peers beyond Ethiopia. Through BLOOM, student leaders Meriam, Sofiya, Rakeb and Sephora are addressing stigma surrounding menstrual health while helping women and girls access essential hygiene products. The students recently met with Grade 6–12 students from the International School of Dakar (ISD) and their community partners to share what they have learned through BLOOM. Their conversation explored how a student-led initiative can challenge misconceptions, encourage open discussion and respond to practical needs in the local community. Menstrual health is closely connected to dignity, education and gender equity, yet it is often overlooked or treated as a subject people should avoid. BLOOM works to change that through education and awareness. Its members also partner with local organizations to distribute sanitary and feminine hygiene products to groups supporting women and young people. By combining conversations with direct support, they help create conditions in which girls can attend school with greater confidence and dignity. The exchange with ISD gave BLOOM’s leaders an opportunity to explain their process, including the challenges of discussing a sensitive topic and building partnerships that meet real needs. It also showed how local projects can reach beyond their original communities. By sharing their experiences with students in Dakar, BLOOM members encouraged their peers to consider what similar action could look like in their own context. At ICS Addis, students are encouraged to identify issues, develop solutions and take responsibility for putting their ideas into practice. Supported by faculty mentors, BLOOM demonstrates how this approach can connect classroom learning with meaningful service. Its members have moved from raising awareness to organizing support, while developing leadership, empathy and communication skills along the way. The students’ work is a reminder that community impact does not have to stop at national borders. When young people share what they have tried, what they have learned and what they still hope to achieve, they make it easier for others to begin. BLOOM continues to strengthen its local community while helping build connections with students across Africa.
ANNUAL REPORT | 2025-2026
PAGE 39
Grade 10 Students Build Independence Through Personal Projects ICS Grade 10 students have brought their interests to life through the IB Middle Years Programme (MYP) Personal Project, an opportunity to investigate a topic they care about and take ownership of their learning. Preparation begins in Grade 9, when students start exploring possible ideas. In Grade 10, they develop an action plan, apply their skills, create a final product and write a reflective report. Personal Project Coordinator Bill Tolley explained that independence is central to the experience. Supervisors provide guidance without deciding what students should make or how they should approach it. Students must develop their own ideas, manage their time and complete both their products and reports. They then present their work to fellow students and community members at an exhibition. Meklit M. created a podcast exploring stereotypes and misconceptions surrounding sexual abuse. She began researching during the summer, using a range of sources and learning journalism techniques. Because her subject was sensitive, staying focused was one of her greatest challenges. Completing the podcast helped her understand journalism’s potential impact and gave her a way to express her views. Naomi Y. focused on mental health awareness, producing an academic research paper and a series of photographs portraying different mental illnesses. She wanted to examine issues affecting young people, including peer pressure, social relationships and the challenge of balancing school with personal life. The project pushed her to create something meaningful and reinforced the importance of having people to turn to for support. As she reflected, students do not have to complete difficult work alone. Each project gave students the freedom to explore an interest beyond the boundaries of a single subject. Along the way, they practiced research, communication, creative thinking, reflection and problem-solving. Mr. Tolley noted that students often surprise themselves with how much they learn and how deeply they engage with their chosen topics. The Personal Project also prepares students for the independent assignments they will encounter in the IB Diploma Programme and later in university. By making decisions, responding to challenges and following their ideas through to completion, Grade 10 students demonstrated the confidence and responsibility that independent learning requires. Congratulations to everyone who shared their work this year.
ANNUAL REPORT | 2025-2026
PAGE 40
Celebrating Multilingualism at ICS Addis At ICS Addis, language is an important part of identity, connection and belonging. With students and families bringing many languages to the community, the school is committed to celebrating home languages while supporting students as they learn new ones. Teachers from the English as an Additional Language (EAL) team recently hosted a parent education session attended by 20 parents. Together, they explored how multilingualism shapes family life, community connections and learning. The session offered an opportunity for parents and teachers to reflect on the value of the languages children speak at home and the role those languages play as students develop their English. Jennifer Brown, Head of the EAL Department, explained that inviting children to share words from their home languages in class can help them feel proud of their backgrounds. These exchanges celebrate students’ identities and reinforce the idea that every language has a place in a multicultural school community. Learning English does not mean setting aside the language or languages through which a child first learned to connect with family and culture. ICS supports language learning in several ways. Students can take French, Spanish and Amharic classes, access IB online language courses and explore a multilingual library. The school’s Home Language Program, supported by parent volunteers, currently offers eight languages. Together, these opportunities reflect the school’s approach to dynamic bilingualism, in which home languages provide a foundation for learning additional languages. The school’s commitment to multilingualism also connects with its Strategic Plan priorities of belonging and global citizenship. It reflects the International Baccalaureate’s emphasis on intercultural understanding and the Council of International Schools’ standards for valuing students’ linguistic and cultural identities. The parent session was a starting point for continued conversations about how the ICS community can understand, support and celebrate multilingualism. By recognizing the languages students bring to school, families and teachers can help children feel seen, strengthen their sense of belonging and create more opportunities to learn from one another. ANNUAL REPORT | 2025-2026
PAGE 41
Launch of Eagles Leadership Program Empowers High School Students The new Eagles Leadership Program is giving ICS high school students opportunities to mentor younger peers, share their interests and contribute to school life. Through athletics coaching, clubs and other activities, student leaders are developing practical skills while building connections across school divisions. The program launched with a wide range of activities that reflect students’ different talents and interests. Athletics & Activities Director David Williams explained that the goal is to empower students to make an impact in their community. Giving high school students meaningful leadership responsibilities also creates stronger relationships between older and younger Eagles. Younger students benefit from learning alongside mentors who once shared their experiences, while high school leaders practice teamwork, communication and service. For Grade 11 student Yande H., coaching Elementary School rugby provided a memorable lesson. After she explained a drill, the younger students were confused and disorganized. Rather than repeating the same instructions, she broke the activity into smaller steps and changed the way she communicated it. The experience helped Yande understand that effective leadership requires patience, flexibility and the ability to adapt to different age groups. She also valued the chance to act as a positive role model. The skills she is developing through coaching, she noted, will be useful in group projects, future workplaces and other situations that require collaboration. These real-life experiences are at the heart of the Eagles Leadership Program. Instead of learning about leadership only in theory, students practice it by planning activities, supporting younger learners and responding to unexpected challenges. Their involvement also gives them a meaningful way to give back to a school community that has supported their own growth. With strong student interest and faculty support, the program is expected to offer more opportunities in future seasons. David hopes participants will continue sharing their talents and mentoring their peers, and that graduating Eagles will carry these lessons into their local and global communities. The first season has shown how student leadership can bring different age groups together and make everyday school activities opportunities for connection and growth.
ANNUAL REPORT | 2025-2026
PAGE 42
Creating Change: Grade 5 Students Shine at PYPx 2026 ICS Grade 5 students celebrated the culmination of their Elementary School learning at the 2026 Primary Years Programme Exhibition (PYPx). After weeks of inquiry and collaboration, they presented projects addressing issues they cared about, from climate change and racism to social justice and access to sports. PYPx invites students to identify a local or global issue, research it, take meaningful action and share both their process and impact with the wider school community. Grade 5 Advisory Teacher Troy Smith described the exhibition as the culmination of students’ Elementary School journey. Choosing their own topics, he explained, helps students feel motivated and take responsibility for seeing their work through. Masha S. explored inequality in sports, focusing on gender and unequal access to opportunities to play. Motivated by his love of sport and concern for children who are excluded, he worked with classmate Adriano to organize a football tournament for students in Grades 2–5. The entrance fee was 400 ETB, and all proceeds went toward football supplies for the Asko Football Project in Addis Ababa. The experience showed Masha that a fun school event can also support a meaningful cause. Anya N. researched the impact of overfishing. Presenting her findings to a large audience helped her build confidence and learn how to make others interested in her topic. She also developed the focus and persistence needed to research an issue over an extended period. Preparing for PYPx challenged students in different ways. Some began with confidence, while others felt nervous about the exhibition or needed additional support. Teachers provided guidance suited to each learner, helping them strengthen their research, presentation and problem-solving skills while keeping ownership of their projects. Mr. Smith emphasized that every exhibition is different and that the school celebrates each student’s growth. Beyond the final presentations, PYPx gave Grade 5 students an opportunity to see how their learning can lead to action. They practiced making decisions, working with others, overcoming setbacks and communicating ideas that matter to them. As they prepare to enter Middle School, they carry forward the skills, independence and confidence developed throughout their Elementary years.
ANNUAL REPORT | 2025-2026
PAGE 43
Reflection to Responsibility: Students Dig Deep at Global Service Summit For three days in Lusaka, Zambia, ICS students and chaperons joined the Association of International Schools Africa (AISA) Global Issues Service Summit (GISS) 2026. The event brought together 23 schools and 291 students and educators for service, cultural exchange, reflection and conversations about shared responsibility. A central theme was “triple wellbeing”: self-care, people care and Earth care. Chaperone Sara Adem reflected on how caring for ourselves helps us remain patient and present for others. Students connected the theme to the ICS Way: taking care of ourselves, each other and this place. The summit encouraged them to see personal wellbeing, community responsibility and care for the environment as connected rather than separate goals. Workshops and conversations prompted new perspectives. Sarah O. arrived expecting a fun event but discovered an opportunity for serious learning. Mariam N. was struck by an engineer’s advice about “leaning on stillness,” which encouraged her to make time for reflection instead of always trying to fix things. Chaperon Zeineb Abdou found meaning in an exercise where participants retold someone else’s story in the first person, practicing empathy and careful listening. Service experiences across Lusaka helped students put these ideas into action. At an elephant rescue center, Mariam considered the responsibility people have toward animals and the environment. After volunteering at the LAWS animal shelter, Arsema W. reflected on how the ability to help brings an obligation to act. Connections with other participants were equally important. Nia A. discovered shared goals while collaborating with students from different backgrounds. Reena S. recognized that meaningful change requires discipline and sustained commitment. For Meklit M., a musical theatre workshop and a shared umbrella in the rain became reminders that belonging can emerge through small moments. Students returned with a broader understanding of leadership as responsibility, courage and consistency rather than a title. As Mariam reflected, a change-seeker chooses to be part of change instead of waiting for it to happen. The summit encouraged the ICS delegation to make space for reflection, embrace unfamiliar opportunities and turn care for themselves, others and the planet into lasting action. Their experience shows how listening, service and connection can continue shaping a community long after an event ends.
ANNUAL REPORT | 2025-2026
PAGE 44
www.icsaddis.org
ANNUAL REPORT | 2025-2026
PAGE