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Using carefully selected tools, a robust approach to wellbeing assessment provides highly detailed and objective information about different aspects of individual and community wellbeing.

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Wellbeing is a high priority for the school and is integrated into the ethos and culture.

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Leaders at multiple levels and phases are actively involved in prioritising and modelling wellbeing principles.

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Policies are comprehensive, aspirational, and effectively executed, leading to widespread positive impact.

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A highly skilled and experienced senior leader directs a proficient team, resulting in effective provision and substantial outcomes in most areas

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The school regularly gathers comprehensive wellbeing data which strongly inform decisions.

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Informal methods of information gathering are well implemented and consistently deepen understanding of specific and general wellbeing perspectives and contexts

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Governors and almost all leaders implement rigorous self-review and improvement, comprehensively understanding wellbeing needs and establishing a targeted strategic direction and improvement impact.

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Detailed monitoring leads to support and accountability for a comprehensive wellbeing policy, ensuring highly effective implementation.

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A targeted professional development programme enables a high level of capacity for continual improvement

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Staff and governors are highly engaged in pursuing a compelling vision for wellbeing.

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Students have significant input into the development of wellbeing the provision, making a marked impact.

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Parental involvement is robust, with open channels for timely, relevant communication.

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Students engage proactively with skilled and trusted adults who address their wellbeing concerns.

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GL PASS Assessment is analyzed for Grade 4 and Grade 5 by the Head of Elementary, School Counsellor and Grade teachers target and support identified students

# data[].attributes.body
Data Deep Dive: CIS Elementary team looked closely at the data to identify trends, areas of success and areas of development to ensure surveys were being used to inform objectives for community wellbeing. The initaitives from this analysis were brought into effect until the 2025-2026 CIS Elementary Wellbeing Survey - Winter was conducted. At this time, the data was used to identify impact of intitatives

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Rigorous monitoring enable timely and accurate identification of wellbeing issues, and graduated referral pathways leading to consistent high quality support.

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Precise interventions lead to specific and sustained improvements in wellbeing and outcomes

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High quality information, comprehensive induction and high-quality guidance fosters staff wellbeing and performance.

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Continuous monitoring leads to highly effective, comprehensive supervision, support and intervention. Targeted initiatives tackle pertinent workplace wellbeing barriers.

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Staff experience high work satisfaction in a supportive and collaborative atmosphere where their contributions are valued.

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Curriculum planning is effectively customised to a range of diverse student well-being needs enabling consistently high levels of well-being development.

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Research-informed well-being initiatives are embedded, motivating students and effectively addressing wellbeing themes

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Specialised programmes enable students to adapt to challenging and complex barriers to their well-being, enabling most students to thrive.

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Students have a comprehensive and insightful understanding of their own well-being status and needs and those of their peers.

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Selecting from a range of effective strategies, students can consistently manage and develop their well-being, independently and effectively.

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Students consistently demonstrate digital diligence, supporting online safety within their peer groups and across the school community.

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Teaching teams successfully nurture a classroom climate where well-being development is prioritised and many students thrive.

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Students’ frequently express very high levels of positivity and connection in the school community.

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CIS Wellbeing Policy

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CIS Wellbeing Policy

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CIS Student Code of Conduct

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CIS Teacher Code of Conduct

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2025-2026 CIS Wellbeing Action Plan

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CIS Non-Discrimination Policy

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2025-2026 CIS Wellbeing Initiatives and Events Calendar.

Note: Student initiatives and events are updated over the course of the academic year.

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2025-2026 CIS Wellbeing Initiatives Calendar

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CIS Elementary Proactive Supervision Policy

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CIS Online Safety Policy

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CIS Anti-Bullying Policy

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CIS Cyber Addiction Policy

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A Shared Understanding of Wellbeing

CIS Spent the 2024-2025 academic year creating a Shared Understanding for Wellbeing with all stakeholders. This process included:

1. All teachers identifying key words and values they felt needed to be part of our vision of wellbeing

2. Middle Leaders taking the perspectives of teachers and aligning it to frameworks of the IB, NEASC, KHDA and CIS Mission and Vision to create the first draft of a shared understanding

3. CIS SLT collaborating and revising this shared understanding

4. The Shared Understanding was shared with students to get their feedback

5. The Shared Understanding was shared with the parent community and giverning body to get their feedback

6. The Shared Understanding was published and included in the orientation, parent workshops and advisory meetings throughout the 2025-2026 academic year

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CIS Elementary Behavior Management Policy

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CIS Social Media Defamation Policy

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CIS Healthy Eating Policy

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CIS Staff Hiring Policy

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CIS Transition Policy

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Provision for Student Counselling Policy

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CIS Inclusion Policy

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CIS Safeguarding Policy

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CIS Communication Policy

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2025-2026 CIS School Improvement Plan

Wellness and Inclusion are a key driver in the CIS SIP. This helps ensure that wellbeing is a consistent area of focus and improvement for the whole school community

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The 2025-2026 Academic Year started with aligning the CIS Vision and Mission, Shared Understanding of Wellbeing and Behavior Management practices to help ensure buyin of staff and leadership and put an ephasis of the importance of wellbeing at CIS

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The 2025-2026 Academic Year started with aligning the CIS Vision and Mission, Shared Understanding of Wellbeing and Behavior Management practices to help ensure buyin of staff and leadership and put an ephasis of the importance of wellbeing at CIS

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25-26 Orientation Day 1 WS 1 Shared Vision

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The 2025-2026 Academic Year started with aligning the CIS Vision and Mission, Shared Understanding of Wellbeing and Behavior Management practices to help ensure buyin of staff and leadership and put an ephasis of the importance of wellbeing at CIS

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Continuous internal PD aligned to the CIS Wellbeing Policy helps ensure teachers are getting consistent training on different aspects of student and teacher wellbeing

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2025-2026 CIS Elementary Wellbeing Survey Data Analysis and Interventions

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Color Monster Feelings System is used as an informal way for students to identify their feelings and communicate them to their teacher. Teachers use this to identify any students with low moods are supported through immediate interventions

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Classroom Champions help support student wellbeing in different areas of daily school life.

These include but are not limited to:

Wellbeing Champions: Helping students identify their feelings, support healthy eating, and help those when feeling down

Inclusion Champions: Help ensure new students are welcomed to the class and students are treating each other fairly

Engagement Champions: Help ensure students use devices in a responsible way, help ensure everyone is involved in games at break, help remind student of positive learning atittudes

Sustainbility Champions: Help clean up the school environment, help ensure lights are turned off when leaving class and care for the Eco Garden

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Expectations of use of technology are communicated to all Grade 1-Grade 5 students at the start of the academic year

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All students have focused wellbeing lessons during library time that use the curriculum to support understanding of wellbeing across different areas of focus

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Wellbeing Restorative Circles are used by classroom teachers across Elementary to start the learning day with a focus on wellbeing. In these circles, students and teachers communicate as a community their feelings, areas of success and areas of focus for positive wellbeing as a classroom community.

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Mood Alerts through YouHQ allow students to confidentiality share low moods to identified members of CIS staff. These alerts are sent to staff who then respond and support quickly and effectively.

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CIS Elementary students use the RULER program to identify their feelings. Teachers use this information to help support the wellbeing and social-emaitonal development of students

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CIS Elementary students use the RULER program to identify their feelings. Teachers use this information to help support the wellbeing and social-emaitonal development of students

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During Advisory Council meetings, members of the student leadership teams present what initaitives they are working on to help ensure the governing body knows what students are doing to help improve wellbeing in their communities

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CIS Wellbeing Committee Staff Members

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CIS Staff Wellbeing Team

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5 Day CICO is used to consistently monitor students who have had incidents of low wellbeing to ensure they are given time and space to share their current feelings

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Data Deep Dive: CIS Elementary team looked closely at the data to identify trends, areas of success and areas of development to ensure surveys were being used to inform objectives for community wellbeing. The initaitives from this analysis were brought into effect until the 2025-2026 CIS Elementary Wellbeing Survey - Winter was conducted. At this time, the data was used to identify impact of intitatives

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Goal Setting: Students begin each Wellbeing Unit setting goals connected to what they are learning. Goals are reviewed at the end of units to measure and celebrate success.

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Color Monster Behavior Tracking is used by teachers and students to help identify feelings and modify behaviors. This helps students develop their wellbeing in a real classroom and personal context

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The RULER program develops students ability to identify, understand and regulate their emotions. Resources give them multiple strategies to help regulate their feelings and be ready for learnig and interacting with others

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Classroom Champions help support student wellbeing in different areas of daily school life.

One role of the Engagement Champions is to help ensure students are using devices in class in a responsible way to support learning.

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Student attendance and punctuality are reviewed each term to identify any students who are not meeting the expectations of CIS.

Families of these students recieve communication, which can lead to meetings and attendance contracts, as needed.

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2025-2026 CIS Term 1 Attendance Check & Communication

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CIS Elementary Assembly - September 2025

Monthly assemblies help promote positive wellbeing by focusing on an IB Learner Profile for the month, giving time for student leaders to share their initaitives, and celebrating roles models of different areas of wellbeing

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2024-2025 CIS Assemblies - September 25 .pptx

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Wellbeing Committee Memebers and leaders in school community.

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Termly Wellbeing Newsletter helps keep the community informed of the wellbeing intiatives happening in the school. This helps further integrate wellbeing into the ethos and culure of the school

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Students learn about responsible use of tecnology during Wellbeing Units.

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Students learn about responsible use of tecnology during Wellbeing Units.

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Students learn about responsible use of tecnology during Wellbeing Units.

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Students learn about responsible use of tecnology during Wellbeing Units.

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Students learn about responsible use of tecnology during Wellbeing Units.

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Summative Assessment Tasks help ensure students can clearly identify, communicate and support strategies for responsible use of technology.

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Parent Wellbeing Workshop held during PTC to get high involvement from parent community. Purpose of workshop was to inform and get feedback for current parent perspective of wellbeing at CIS

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2025-2026 CIS Wellbeing Presentation (04 NOV 2025)

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KG-Grade 5 Wellbeing curriculum covers core themes of wellbeing and ensures vertical development of themes throughout the grades

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Teachers encourage students to use the RULER system to regualte feelings to be more effective learners throughout the learning day

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Wellbeing Committee Memebers and leaders in school community.

# data[].attributes.body
GL PASS Assessment is analyzed for Grade 4 and Grade 5 by the Head of Elementary, School Counsellor and Grade teachers target and support identified students

# data[].attributes.body
Data Deep Dive: CIS Elementary team looked closely at the data to identify trends, areas of success and areas of development to ensure surveys were being used to inform objectives for community wellbeing. The initaitives from this analysis were brought into effect until the 2025-2026 CIS Elementary Wellbeing Survey - Winter was conducted. At this time, the data was used to identify impact of intitatives

# data[].attributes.body
2025-2026 CIS Elementary Wellbeing Survey Data Analysis and Interventions

# data[].attributes.body
Parent Wellbeing Workshop held during PTC to get high involvement from parent community. Purpose of workshop was to inform and get feedback for current parent perspective of wellbeing at CIS

# data[].attributes.attachment_link.title
2025-2026 CIS Wellbeing Presentation (04 NOV 2025)

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Wellbeing lessons and Summative Assessment tasks informs students knowledge and understanding of different themes in wellbeing and help make connections to their own wellbeing

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Use of YHouGQ allows for wellbeing leaders to respond quickly to students who identify low moods throughout the learning day

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CPOMS allows consistent, organized and impactful tracking of safeguarding concerns with various members of student support being included into the process quickly and effectively

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Termly Wellbeing Surveys allow Wellbeing Committee members to identify students, grades and key areas of support to ensure positive outcomes through targeted interventions

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IVEI Teacher Survey Feedback (October)

Staff surveys are analyzed by SLT members to identify trends, specific needs and areas of improvement.

Survey results are then shared with the Wellbeing Committee to plan initiatives for teacher wellbeing

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IVEI Teacher Survey Feedback (October)

Elementary teachers averaged 8.5/10 for promoting CIS as a positive place to work

Staff highlighted leadership, vision, ownserhip over learning, trust and development as key areas of strength supporting their wellbeing

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IVEI Teacher Surevey Feedback (October)

All teachers who identified disatisfaction in areas of the survey were contacted via email to ask for a more detailed understanding of their concerns.

This was followed up by meetings when necessary to help ensure leadership was supporting areas of improvement and seeing impact for teachers

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Induction Week Schedule

Induction week focuses on collective teacher efficacy to ensure positive working relationships are developed at the start of the year.

Focuses on:

Vision and Mission

School Improvement & Shared Understanding

Teaching and Learning

Wellbeing and Behavior Management

Assessment and Impact

help ensure teachers are ready for a positive academic year while unpacking key policies and procedures.

New teachers had two meetings prior to the start of the year which were led by the Deputy Head of Academics and Head of Elementary to begin to develop a feeling of community before starting at CIS.

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CIS Elementary Wellbeing Scope and Sequence

CIS has a scope and sequence for the Wellbeing curriculum to ensure vertical and horizontal alignment of knowledge, understanding and skills.

PKG-Grade 2 standards come from the NYS PSE curriculum document.

Conceptual understanding statements are from the IBPYP PSPE Scope and Sequence

Units are flexbile to ensure they meet the current wellbeing needs of students at the time of learning