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asdasd

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Mostly because how do we prove that the school is reviewing
Or MET

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Or exceed
need more evidence from the year book to support the score

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or met

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The make-up of the staff and student body provides a great opportunity for intercultural development. The co-curricular offerings are rich and varied in through ASAs, clubs, arts programs and athletics. TOK, CAS and EE programs are entrenched and continue to improve. The WWW program has a remarkable range of opportunities and has been expanding.

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The evidence supports that achievement of this standard. The IB grading system is well understood and a table has been built to translate the 1 - 7 scale to the American scale. Rubrics are in evidence and staff, students and parents have a good understanding of the assessment system. The lack of standards-based assessment leads to the standard not being exceeded.

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Some of the sub-standards are exceeding, however, overall we feel we have met this standard. There is a solid foundation in place for  within the school for meeting this standard. With additional attention to certain areas such as analysis of student progress and achievement, this overall standard could easily progress from met to exceeding. Ensuring that all policies and procedures in place are effective will help growth in this area. Better communication with parents who have English as a second language to ensure that they are able to comprehend what is being communicated with them. ??

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missing documentation on ELL or SCN in order to consider "Exceeding"

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Met

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Students with specific language needs are given support from suitably qualified personnel to gain access to the curriculum and to make suitable progress, relative to their capabilities.

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Students with specific learning needs, including gifted and talented students, are given support from suitably qualified personnel to gain access to the curriculum and to make suitable progress, relative to their capabilities.

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There is sufficient teaching time allocated throughout the school to enable the planned curriculum to be taught effectively.

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A range of high quality media and information technology is used meaningfully to enrich the quality of the students’ learning.

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Teaching draws on appropriate cultural and authentic contexts to provide meaning to the students in their intercultural development.

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The assessment of students’ learning and its reporting is based on clear, shared and intelligible criteria that represent the attainment of knowledge, understanding, skills and behaviours.

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Teaching engages the students in their learning to ensure that planned learning outcomes may be achieved.

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Students’ progress is tracked systematically, using a range of achievement data in order to support the students in maximising their potential.

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Teaching and the assessment of learning are monitored and evaluated in a planned manner in response to students’ needs, data from varied assessment of students’ learning and reflection upon pedagogy.

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There are effective procedures in place, supported by policies, to identify the varied needs of students, both at admission and whilst enrolled, to ensure that all students may benefit from the school’s programmes.

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Teaching enables all students to gain access to the curriculum and to have the opportunities for success in their learning, relative to their abilities.

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There are formal processes in place for recording, analysing, and reporting evidence of both school-wide achievement and individual student’s performance to parents and other appropriate stakeholders as a means of measuring success in meeting stated goals.