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Admission Policy: All students are treated with dignity and respect. We are an inclusive school, that tests for levels in language and math, but this does not determine admission (PYP & MYP). DP admissions has standards that assures that students have the opportunity to be successful by requiring 3 level 5s. Academic pathways are considered for admission, so school and families are on the same page about expectations and admission.

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DP: Students can apply for accomodations that best fit their needs and ensure success. Students also do not have to do the full diploma. Stop light meetings several times a year.

MYP: LSS monitors and supports student progress. Tutors are available for students who need additional support.

PYP: LSS and EAL monitor and support student progress.

Using the UDL framework we use these protocols to ensure access to all students

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DP: DP admissions and test results

MYP: wellbeing surveys monitor SEL and benchmarking assessments (2 times/yr) for reading and math

PYP: common longitudinal assessments measure progress (phonics, reading, math,

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Overall: We have a great number of students that go all the way through our school from PYP to DP.

DP: Establishing and developing academic pathways; strengthening the transition between MYP & DP

MYP: benchmarking assessments measure individual growth; transition between PYP & MYP & DP

PYP: growth within the LSS department and the support they provide

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City Campus: Physical barriers, such as no elevator, make it challenging for students with physical challenges to move freely around the building

MYP: not offering language acquisition leaves large gaps in students that are difficult to address in the long term

PYP: the structure of EAL is a set back because a lack of an EAL structure and delivering a program to meet students on the phase they are on and help move them through the phases toward grade level expectations

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The group assessed the culture practice showing examples of our school practices in cultures that aligns with the IB's standards of practices.

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DP:

MYP: Increasing resources in LSS and EAL

PYP: Increasing resources in EAL and counseling would be able to do early interventions to address issues quickly before they are compounded.

Overall: If we accept students who need support, we need to be able to provide the support (language, SEL, or IEP) they need

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DP: The students receive clear guidance at the beginning of the year, including workshops (eg AI), so they understand the policies, especially academic integrity. There is a process to go through with students if/when policies are broken

MYP: Academic integrity policy is made explicit by the libraries and reinforced by the class advisors.

PYP: This happens a lot in PYP5 in the context of exhibition.

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Overall: There needs to be a process to regularly review policies, not just reviewing every policy on the year of IB evaluation. As a school we could leverage our parent community by running workshops of families about the policies and the new . Teachers could also use training on how to take conversations with students and families when policies are broken.

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MYP: changes are discussed and made across the program including not giving 0; assessment ensures that students can show their learning in different ways; assessment is spread through out the year instead of clustered; learning conferences

PYP: Assessments are varied and look at the learning outcomes; Student voice and choice is considered with how students show their learning (eg. which format and who is the audience); UDL allows us to approach each student and each assessment to meet the needs of the students and show learning of the learning outcomes/learner profile/atl skill; Student led conferences

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Language policy has been updated, and the new language policy needs to be shared and understood by the teaching and learning community.

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Decisions made by management about resources should reflect what is written in the ISH policies, in this case EAL and the language policy.

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Admissions assessments

Language profiles

Benchmark and common longitudinal assessments

Formative and summative assessments

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Increased voice and choice in assessment.

Increased accommodations and support for students during assessments.

Increased success and scores.

When reflecting on learning, students are able to summarize and see their growth and where they need to continue to parctice.