Our mission is to provide a challenging American curriculum, promote responsibility to our community and world, and
prepare students for learning in university and life.
Our vision is that our well-rounded graduates
will lead responsibly and build positive change
around the world.
Navigate the Present, Consider the Future
Self-directed learning through publishing
Student reports on Wellness Week and Pepero Day
When a house is more than a home: why we travel for service learning
Cover and above: moments of grit from the KISAC Red Tournament, where KISJ Boys Varsity and Girls B teams took the championship in their divisions!
Below: Karen Golden led interactive storytelling performances in the Elementary and Middle School
FROM OUR ACADEMIC HEAD
When we speak about preparing students to be leaders of positive change around the world, we imply they will be prepared to grapple with the moral dilemmas they will inherit. While moral dilemmas span the history and geography of human thought and development, the brand of dilemma that KISJ’s Class of 2028 (our current kindergarten students) will face will be as unprecedented as driverless cars.
How can we continue to ensure that we prepare students to answer questions like, “For driverless cars, who lives or dies in an event where any outcome will result in a death?” This very question is being researched by professors and students at MIT (visit http://moralmachine.mit.edu to try judging for yourself). Their findings? Geography makes a difference regarding public opinion: “Preliminary, unpublished research based on millions of responses from more than 160 countries shows broad differences between East and West. More prominent in the United States and Europe are judgments that reflect the utilitarian principle of minimizing total harm over all else,” says Iyad Rahwan, an associate professor at the MIT Media Lab. What this research illustrates is the ever-increasing need to be capable of holding multiple perspectives while solving global problems.
In light of this and other complicated moral dilemmas, our educational responsibilities may seem more drastic than we feel prepared to address; however, I would wholeheartedly argue that teachers at KISJ are preparing students to be confident users of data to make decisions. This is apparent through the modeling of such practice by our many talented educators.
The faculty action-research project is one such avenue available to teachers this year, and provides an opportunity for them to demonstrate how they cam be leaders of positive change in our community. Several teachers across three divisions have chosen to take on this special challenge to drive their professional growth, in lieu of the traditional rubric evaluation.
In the Elementary School, for example, Cody Comerford is examining how we teach grammar to elementary students and has identified this as an area of growth for the entire school. Part of his plan has been to form a committee to help evaluate the standards and delineate accordingly. Hannah Greaves, in the Middle School, is using the guiding question of What could a motivating, research-based Middle School reading program look like at KISJ? to support her efforts to examine what is currently happening, research other successful programs at leading international schools, and ultimately provide some insights and recommendations. In the High School, John DeBaun is using his new collaborative learning space as a field to examine its effectiveness—ultimately, does the collaborative environment support deeper engagement?
All of these projects demonstrate that faculty at Korea International School, Jeju Campus have the drive to be inquisitive learners and data-based decision makers. Their participation in these projects supports student learning directly and indirectly: changes made as a result of the outcomes are for the benefit of students and the role modeling of an action-research cycle provides students with the framework and motivation to initiate their own. The question being posed by moralists and students regarding technology, ethics, and responsibility is one that our students will continue to ponder; preparing them to think by providing them with tools and best practices in teaching and learning supports students in their future ethical endeavors.
– Kristine Stamp-Jerabek, Academic Head and High School Principal
Design Our Destination
An introduction to Upper Elementary School robotics
Study strategies in the Middle School dorms
Respect Ourselves and Each Other
Modeling respect with Model United Nations
Hope for Tomorrow
The story of Jeju’s first-ever TEDx event
Open Our Minds
The semester in counseling
IN THIS ISSUE
Special thanks to our photographer Michael Chu for the images in this issue!
“IT WAS HARD, BUT WE PROGRAMMED THE ROBOT WITHOUT ASKING MR. CHIN FOR HELP.”
– ERIC & DANIEL, GRADE 3
KISJ’s mission is to “prepare students for learning in university and life.” What better way to do this than with robotics where students get to explore their own big ideas, create and test those designs, and get feedback to make them better?
In our Upper Elementary School Robotics activity, students are given servo motors for movement, hundreds of pieces for building, and sensors (color, gyro, touch and ultrasonic) for environmental feedback. It’s really incredible: students are learning to build and program with similar sensors to what self-driving cars use!
Talk about preparing students for the future...
Many students start the activity by building vehicles, and then program them to continuously move until sensing an object in front of it. This could be anything: it could be a wall, another vehicle, even a piece of paper. Then, they program it to do any number of actions such as stop or move backward. One group of students even built a robotic snake that would follow an object and when an object was close enough, it would “bite” the object.
“MAKING A ROBOT TAKES A LOT OF PATIENCE.”
– LINA & DONNA, GRADE 3
Although it is great when students’ ideas succeed, robotics isn’t a stroll in the park. The whole process takes a lot of patience, grit and learning from failure. Students really have to focus on thinking creatively. Just like in the real world certain parts just aren’t available and the teacher (or boss) doesn’t always have the answer but the problem still needs to be solved.
Students come up with creative solutions: sometimes they borrow pieces from other students. Other times they use a piece that is similar or build a piece using smaller parts.
“We really learned how to collaborate and cooperate.”
– Jackson & Jihoo, Grade 4
Another common challenge is the human element. Group members don’t always agree with each others’ ideas and we always work to communicate better. In the first quarter, we had one group who built their robot and then a vital gear came loose… they had to take most of it apart and rebuild it. This happened two or three times, and you can probably imagine the group’s frustration level with one other was quite high. However, they worked through it and built an amazing robot that they were able to show off at the Elementary School Dragons Assembly in front of the whole division! This is all part of working on our growth mindset, and using design thinking to prepare ourselves for the future.
For reflection, after each project is finished, students make a quick video documenting what their robot does and what they learned: you can see a compilation video at: bit.ly/esrobotics
We also invite you to join us in watching our students continue to grow by following us on Twitter:
– Sarah Cornelius and John Chin, Elementary School Technology Integrators
one piece at a time
designing our destination,
respect ourselves and each other
NEW STUDENTS, OLD SKILLS
Celebrate! Positive dorm student feedback from January 2017
90.1% of MS and 92.9% of HS dorm students agree that “I can find academic support when I need it.”
93.4% of MS and 94.3% of HS dorm students agree that “I have good relationships with my dorm staff.”
97.8% of MS and 93% of HS dorm students agree that “I feel part of the dorm community.”
The KISJ Model United Nations team hosted the third annual Tri-School conference inviting the North London Collegiate School (NLCS) and Branksome Hall Asia (BHA) to be part of one of three committees: the United Nations Office on Drug Control (UNODC), the International Olympic Committee (IOC) or the Executive Committee (ExComm) of 1962. Students engaged in active discussion and collaborated with others to form various resolutions for the numerous issues their respective committees presented.
The UNODC came up with three detailed resolutions to tackle the issue of piracy near the Somali coasts, while the IOC was able to agree upon Paris, France as being the location for the 2024 Summer Olympics. The 1962 ExComm group was able to come up with peaceful treaties between the Soviet Union and the U.S. through teamwork and consistent negotiations. The conference reinforced the collaborative efforts of the three schools’ MUN programs which together have successfully co-hosted the Global Education City Model United Nations (GECMUN) for the past three years. This year’s event at BHA will host schools from countries including Thailand, China, and Indonesia. Dennis Kim (Grade 11) will serve as Deputy Secretary General for the conference.
The KISJ team also took a group of nine students to the prestigious Seoul Model United Nations (SEOMUN) conference in November. Our students collaborated with representatives from over twenty schools and over five countries in their respective committees. Irene Jung (Grade 9) stated that she “learned numerous skills and qualities, which included but were not exclusive to collaboration, respect, research and presentations.” Ewan Chang (Grade 10) said, “MUN will help you with your confidence and intelligence, and most of all change your life.”
– Nick Harris, Grade 9 Global Studies
In the Middle School dorms study hall support center, we continuously strive to innovate and improve our ability to assist dorm students in their academic pursuits. With a wide-ranging scope of expertise, our staff continue to provide an incredible wealth of knowledge that covers the breadth of our students’ course material. This year, our team has sought to expand our support system beyond the realm of academic knowledge in order to address another integral scholastic skill: organizational behavior.
We’re proud to call ourselves a paperless school at KISJ, but in so doing, we rely on technology to communicate, assign homework, and interact with staff and students alike. Occasionally, our students lean too heavily on such technology, which negates the need to practice organizational skills. In some cases, we find that students forfeit their independent knowledge of due dates and homework expectations in favor of a reliance on Schoology for said information. In study hall support, we have launched a new initiative to address this concern.
Several of our staff members have begun to work with students individually in order to demonstrate responsible organizational behavior. We hope to model the necessary skills that will mitigate an inclination to rely on technology as safety net for academic information.
On a weekly basis, students sit down with our staff members to organize the upcoming week on a calendar spreadsheet that includes their respective due dates and allocates the appropriate amount of time needed to study for a test or complete an assignment. After several weeks of doing so, our students have reported an improvement in their abilities to complete schoolwork effectively and efficiently.
Come the new year, those of our students who have been working with staff members individually will continue to independently exercise their newfound organizational prowess. While our staff members will continue to ensure that our students have the essential organizational skills they need in order to learn effectively, we will strive to encourage students to act independently and take control of their own academic goals and scholastic pursuits.
– Andrew Cantarutti, Middle School Boarding Advisor
DESIGN OUR DESTINATION
hope for tomorrow
Winter Arts Day in the Elementary and Middle Schools included drum circles, a maypole dance, and festive performances from our choirs, bands, and orchestras
Suffering, Chaos, Death and Despair. These monsters have terrorized us for decades whenever we turn on the news. These days, they often appear on our social media newsfeeds and in our conversations. What is wrong with the world today?
That is exactly the question students explore in our unit on Demographics and Development, discovering the true state of the world by correcting the misconceptions that we have bouncing around in our heads because of the sensational headlines that have dominated our mindsets. Denzel Washington recently said, “If you don’t read the newspaper, you’re uninformed. If you do read it, you’re misinformed.” So students follow in the footsteps of demographer Hans Rosling’s Gapminder project, fighting ignorance with population statistics to develop a better understanding of the world around them.
What about the overwhelming wave of tragedy, inequality, corruption, poverty, etc. that has taken the world by storm? “It’s a myth!” to borrow the words of Rosling. Extreme poverty has been cut in half in the last 20 years. Deaths from natural disasters have decreased to much less than half in the last 100 years. Girls in most places in the world get the same level of education as boys, more or less. How can we, as responsible global citizens, have hope to solve the problems of the world if we have grossly overestimated how big those problems are? We have good reason to Hope for Tomorrow. Armed with an accurate perspective on global issues, students research a specific development need they are passionate about, guided by the U.N.’s Millennium Development Goals. Students then investigate NGOs working to address the problem and pair it with their own creative solutions to motivate their peers to rise up and bring Hope to the people of the country they chose.
In the spring, students vote to engage the whole school in an effort to raise money for the most important global issue. Last year, we raised 6.5 million won to fight against human trafficking with Not For Sale. I couldn’t be more proud to be a part of this movement that is growing in compassionate service to a global community.
– Steve Limkeman, Grade 7 Social Studies
open our minds
John Donne said it best: “No man is an island.” At KISJ, we readily recognize this axiom as our students and faculty take strides every day to reach beyond ourselves, our school, the Global Education City, the island of Jeju, and even South Korea in order to get global.
In January, a group of students and faculty members gathered together to undertake a new project in global connectedness, TEDxKISJeju. This was to be the first TEDx event on the island and one of only a few in South Korea that are student-driven.
Our small organizing committee was dedicated to curating talks from Jeju that encapsulated the TED vision of “ideas worth spreading.” While we uncovered a number of interesting and unique ideas circulating throughout both expatriate and local communities of Jeju, only a handful of the visionaries behind these ideas were willing to take to the stage and present their ideas to a global audience. In spite of these challenges, we convinced six speakers—either Jeju natives or current residents—to pioneer TEDxKISJeju, including one KISJ High School senior, Raymond Kil. Raymond is known for his passion for drumming, which he turned into into an inspirational call to defy norms. Others presenters included Professor Hyonsook Ko, Dr. Mijeon Kim, and Mr. Kibok Baik.
Of all the talks, Raymond’s meant the most to me. Not only was he willing to present his idea on a stage shared with PhDs and professionals, but at the core of his talk, Raymond epitomized a global mindset, reminding the audience that even small acts can create sustained impacts felt around the world.
– Alexis deYoung, High School Business and Finance
Ms. Cook and Ms. Roberts have been working together to provide school counseling services to Pre-K through Grade 5. Ms. Roberts works with Pre-K through Grade 2, and Ms. Cook works with Grades 3, 4 and 5. Our year has been full of classroom guidance lessons, small groups, individual meetings, parent meetings and more! We have enjoyed getting to know all of our new students and working closer with our returning students as well.
Both Ms. Roberts and Ms. Cook started the year of with Lunch Bunches, where they were able to eat lunch and get-to-know all of our students from Grade 2 through grade 5.
Throughout the year, we also provide guidance lessons to our students from Pre-K through Grade 5. Guidance lessons are lessons that we provide students that are focused on social skills, social/emotional learning, self-regulation, and more! Some topics we have covered this year include: Kelso’s Choices, Respect, Personal Space and Safety, Making and Keeping Friends, and Being Responsible.
During our Family Weekend, both Ms. Cook and Ms. Roberts presented to parents on Positive Discipline. We look forward to providing more parenting presentations and school counseling services in 2017!
As you walk through the halls of KISJ Middle School, you can’t help but see the DRAGONS spirit. Not only are students exemplifying their understanding of the DRAGONS in their actions, through interactions with teachers and peers but they are also displaying them creatively in the halls. This year, Advisory classes have adopted hallway bulletin boards and are displaying their interpretation of Respect, Responsibility, Serve others and Get global.
Grade 8 is sharing their excitement of the DRAGONS by decorating the entry way with holiday images that personify the DRAGONS. These images are creating a buzz of excitement as they prepare for their upcoming 8th grade assembly where they will showcase their DRAGONS super heroes.
Throughout the school year students will be exemplifying their DRAGONS spirit on Fridays when Student Council members, English Speaker of the Week nominees and Star DRAGONS students can wear their DRAGONS t-shirts. As more students are recognized for their positive influence at KISJ, we will see more and more DRAGONS t-shirts on Fridays.
KISJ Middle School students live according to the DRAGONS on a daily basis. They are proud to demonstrate their positive actions and know that following the DRAGONS helps them be successful in learning and in life.
There are four high school counselors, each of them representing one grade level. The goal is to prepare students for post-secondary options with a variety of services focusing on the areas of college/career, academic, and personal/social. High School counselors are instrumental in planning and preparing grade level advisory lessons. These include Naviance training, career exploration, college readiness, attending college visits, and applying to college/university. Counselors provide lessons and workshops that contribute to the promotion of a student’s health and well-being. Counselors collaborate with teachers, parents, administration, and dorm staff to gather useful information to better assist students with their needs. By all working together, we can contribute to student success, throughout high school and after.
– Contributions from counselors Sara Roberts, Andrea Martin, and Eric Kunik on behalf of their divisions
bringing tedx to jeju
THE SEMESTER IN COUNSELING
Making a splash! Elementary School students enjoyed our first-ever Aqua Day in September, with events like Paddle Board Tug of War and Water Kickball
NAVIGATE THE PRESENT, CONSIDER THE FUTURE
Producing a publication that captures the memories of an entire school year requires vision, diligence, and an ongoing commitment to the task. This is not something that can be left to the last minute! Students of the High School Yearbook Club and the Journalism/Yearbook class have willingly taken the lead in the production of two publications: the annual yearbook and the school newspaper, Dragon Tales.
2015-16 was memorable for the High School as a year of many firsts. The first graduating class, the first prom, the first university admissions, and the first yearbook designed and published by High School students for High School students. Students of the Yearbook Club and the Journalism/Yearbook Class developed the theme, layout, and each of the 170 individual pages of this publication. Teachers Samantha Georgi and Michelle Cave provided guidance and support to ensure deadlines were met and challenges overcome, and the yearbook’s publication was greeted enthusiastically by our community, now eagerly awaiting the 2016-17 edition.
Teachers play a minimal role in production of the yearbook, as the majority of the work is coordinated by the students. The 2016–17 Editor in Chief is Kevin Kim, a junior with a genuine passion for the project. He is supported by the Assistant Editor in Chief, Jasmine Kim. Kevin and Jasmine lead a dedicated group of managers, who guide their teams in specific tasks: Layout Direction, Colin Na; Photography, Aiden Seo; Videography, Anna An; Art Direction, Chloe Choi; and Section Editing, Teressa Cho.
Appointment to these leadership roles is based on merit and requires the student to address criteria determining their suitability for the role. The Layout Director must be familiar with Adobe InDesign, and guide his team in the proficient use of this program; the Photography Manager must have skills with photo selection and composition, and the organizational capability to ensure that photos are collected from all the various school events throughout the year, from sports to club activities to daily classroom routines. These leadership roles require dedication as well as a time commitment.
Journalism/Yearbook students are responsible for designing and producing every page in the yearbook. This requires them to acquire advanced skills in using technical software; a challenge for many students, as this is their first foray into design and publishing.
The student newspaper, Dragon Tales, is solely produced by students of the Journalism/Yearbook class. Honors students lead small committees responsible for various tasks: writing articles, producing videos, photography, and publishing (print and online). To develop students’ writing skills, articles must be edited by two people. The first edit is a peer edit by the committee leader. As well as identifying any content or structural specific concerns, the Honors students enhance their leadership skills through mentoring students in the task requirements. The second edit is by an adult native-English speaker. This supports the students’ English writing skills as the mechanics of the English language can be identified such as grammar, sentence structure, and paragraph organization. Throughout the year, students see an improvement in their own editing and proofreading skills. Moreover, it emphasizes the need to be attentive to detail and to reflect upon your writing for continual improvement. Dragon Tales can be viewed online at: kis.ac/dragontales
Student enthusiasm and support for the self-directed learning enabled through the yearbook and newspaper publications has seen the creation of a new class next school year. In 2017-18, students can choose either Journalism or Yearbook classes. Both classes will remain focused on student-led publishing, and the pursuit of greater opportunities for successful community storytelling.
– Michelle Cave, High School Librarian
Photo credits: Diana Hong (above) and Sophia Shin (opposite)
well-being for students
On November 11th, KISJ staff, teachers and primarily students celebrated Pepero Day, which is a holiday in Korea similar to Valentine’s Day. However, the new anti-corruption law, with regards to students not being able to offer Pepero snacks to their teachers, principals, or administrative assistants, was an issue that affected KISJ.
Despite the good intentions of gift giving, the anti-corruption law prohibits students from granting peperos and gifts in general to their teachers. The anti-corruption law is a new law enforced on schools in Korea. Many Western businesses also have rules about the acceptance of such gifts. Any gift given may be refused or returned, but since gift giving is a gesture of kindness, it cannot be easily ignored. That being said, there is a huge ongoing debate in the Korean society about whether gift giving is appropriate in business, politics, and even in schools as there is a cultural belief that gift giving can involve corruption.
Parents are no exception to this anti-corruption law. It is, however, normal in Korea for students and parents to give teachers and staff presents because it is a way of showing thanks and gratitude. It is also traditional for Korean workers to give gifts to those who have helped them or to those who may support them in the future. However since the act of gift giving often involved more than showing appreciation, the anti-corruption law has to be enforced. With regards to this legislation, Grade 11 student Colin N. said, “Well, I get the purpose of it that the country should prevent the corruption or bribes. But, in my opinion, it is not practical to those who have sincere gratitude towards their teachers because sometimes, giving appreciation is a way to show respect.”
Due to the restriction in gift giving, teachers are now banned from accepting gifts that are worth more than 50,000 won ($45), or meals of 30,000 won ($25) or more, with lawbreakers facing heavy fines or even imprisonment. Jaxon P., Grade 12, was against the idea of this law being imposed on KISJ as he claimed, “Because the law isn’t clear, our school shouldn’t apply it to our teachers and faculty.”
Mr. Shulist, a Grade 11 English teacher, shared his views on the new anti-corruption law. He believes that “the law is intended to prevent bribery in all different levels of organization and prevent people from getting things by illicit ways... I think in effect what it does is that it kind of takes away from our ability to show our appreciation by giving small gifts to them on special days.”
In an effort to overcome this anti-corruption law, the Art for Heart’s Sake club organized an event on Pepero Day where they made and packaged Pepero and delivered them to anyone who ordered them. This Pepero delivery event allowed teachers to receive Pepero from other teachers, and that way teachers were also able to receive some sort of gift to celebrate the special day together with the students.
Opinions on the newly-passed law vary, but overall the anti-corruption law seems to be quite uncomfortable for many people. Even so, Ms. Lo, a Chinese language teacher, expressed that “With students and teachers, there are many ways that you can show your appreciation, so I think [the law] is somehow nice, in terms of school.” Although the law affected the participation of some students and teachers in sharing their gratitude and love for one another, it was still a well-spent and memorable Pepero Day.
– Sophia Shin, Grade 11
Wellness Week was held in the dorms during the week of November 13th from Sunday to Saturday. Students participated in a variety of indoor and outdoor activities that allowed them to get away from academics.
Directed, planned, and organized by dorm specialists, Wellness Week happens once a semester. Mr. Steve Wylie, one of the specialists, commented that “the general goal of this week was to bring awareness of Work-Life Balance to our students and to get our students active by trying new activities.”
Although academics are important part in students’ high school career, dorm staff believe that students should seek for new ways to improve their lives. Speaking of that, Wellness Week “creates an atmosphere where students can work on balancing the stresses of school life with the stress-releasers of Wellness activities.”
There are a number of activities provided by different specialists, who have passion or skills in that area. Activities include: Gotjawal hike, biking, painting, yoga, healthy dinner and dessert cooking, Aikido, rock climbing, smoothie making, open gym, music practice, and more. Students were able to attend sessions that they wanted to or had an interest in.
Activities began with early morning walks and continued throughout the evening. To join the biking session which left campus at 4 p.m., students came straight back from school and prepared for the long bike trip. In the evening when it was normally study hall, students went out of their rooms and went to the gym or weight room to play basketball or exercise. Some of the lounges and dorm kitchens were filled with students who were cooking delicious meals, desserts, and smoothies. Overall, students enjoyed a relaxing time where they tried out new things and relieved their stress from academics.
“I loved Wellness Week,” one junior student, Yoon H., said. “I loved the fact that we weren't put under a lot of pressure, and I realized how much we can spend our time for the well-being of our lives.”
Although the main purpose was to let students participate in different outdoor activities, the hidden message was to let students themselves take initiative in changing their lives. Dorm specialist Mr. Michael Chu said, “I would like to see students have a little more balance in their daily routine.” He believes that students should balance their lives so that they live a healthy and relaxed life, emphasizing that “having balance is always difficult but so essential.”
Wellness Week was an opportunity for students to get out of their rooms to enjoy the world outside of their laptops. Participation in small activities every day and week would result in students’ well-being, which will eventually lead to happiness.
– Diana Hong, Grade 11
PEPERO DAY RESTRICTIONS
Listen to a short clip of the electric collaboration between student rock band the Joe Cho Trio and our High School Orchestra at bit.ly/kisjmusic17
For its first season, KISJ High School Theatre mounted a production of Thorton Wilder’s Pulitzer Prize-winning play ‘Our Town’
WHEN A HOUSE
IS MORE THAN A HOME
What purpose can possibly be served by sweating in the Cambodian sun for five days to build a house for one family? Sitting in the shade, where the temperature is barely cooler, sipping on a citrus-flavored sugar cane drink, and watching the condensation bead and run through their fingers, a variation of this question has probably popped into the minds of every eighth grade student visiting Cambodia as part of the Service Learning and Leading (SLL) trip. Answering that question is important for students, parents, and our community.
For the occupants of the home, the purpose is clear: to provide a safe place for the family to live. It’s true that our students could simply contribute money, and that money could be spent to provide housing of similar quality. And so while there is value and purpose in providing shelter for a family in Cambodia, there is a greater purpose and the deeper value of service learning and leading.
By building a home for another human being, our students learn the value of working together. They participate actively as the materials they have purchase—cement, steel, wood, and nails—are all used to build shelter for a family living without access to a safe and dry home before the students’ arrival. Students can see that from nothing but a bare piece of ground, their efforts and actions have a transformative effect. It is a powerful object lesson that they can take with them for the rest of their lives: remembering that together with their classmates, they built a home.
On all of the Middle School Service Leading and Learning trips, KISJ students can access age-appropriate opportunities to learn about service, to work together, and feel first-hand the inspiring power of transformation through personal experience.
Whether it’s learning about reforestation efforts in Guam, providing for the needs of economically disadvantaged people in Taiwan, understanding the past and present of Jeju, or building a home in Cambodia, our students step out to get global by serving others.
— Carl Brenneman, Middle School Principal
Visit our school website at www.kis.ac for more recent updates, or follow
KISJ Athletics on Twitter @KISJ_Athletics
Student Newspaper kis.ac/dragontales
Special thanks to our photographer Michael Chu for many of the images in this issue!
Above: Kristy Lee and Cellina Park (Grade 8) duet in the Middle School production of Annie Jr.
Left: the KISJ Girls Junior Varsity Basketball team brings DRAGONS spirit to a February KISAC tournament
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