1.1 - There is a growing awareness by the school community that wellness is an important focus area for the school’s development. 

1.1.1 Definition of Wellbeing 

1.1.2 Wellbeing and Behaviour Policies

1.1.3 Wellbeing Workshops with Parents 

1.1.4 Wellbeing PD with Teachers 

1.1.5 NEASC Survey Data 

1.1.6 NEASC Survey Comments connected to Wellbeing (Teachers, Leaders, Student, Parents) 

1.2 - Teachers or mid-level leaders may be leading an effort to improve well-being at the school. 

1.2.1 Wellbeing Committee Members 

1.2.2 Wellbeing Teacher Ambassadors 

• Members 

• Initiatives 

• Minutes 

1.2.3 ES Student Council 

• Members 

• Initiatives 

• Photos 

• Impact Statements by Students 

1.2.4 ES Caring Club 

• Members 

• Initiatives 

• Photos 

• Impact Statements by Students 

1.2.5 SS Wellbeing Student Actions 

• Members 

• Initiatives 

• Photos 

• Impact Statements by Students 

1.3 - There are increasing opportunities and systematic programming to support every person’s well-being. 

1.3.1 You HQ Data 

• Student Engagement  

• Student Work 

• Data 

• Analysis 

1.3.2 Color Monster Evidence 

• Student Engagement 

• Student Impact Statements 

1.3.3 Teacher PD for Wellbeing 

1.3.4 Wellbeing Curriculum 

• Scope and Sequence 

• Lesson Planning 

• Photos from Lessons 

• Wellbeing Goals by Students 

2.1 - The school is actively working to make the learning community more inclusive.  

2.1.1 Admissions Policy 

2.1.2 Inclusion Policy 

2.1.3 Safeguarding Policy

2.1.4 Code of Conduct 

2.1.5 Nationalities Percentages 

2.2 - The guidance of qualified professionals and groups is being sought to ensure that policies, programs, and practices align with the stated Vision for diversity and inclusion. 

2.2.1 External PD connected to Wellbeing by Teachers 

• PD 

• Teacher Reflection 

2.2.2 List of External Support Groups used at CIS 

2.2.3 Parent Feedback about using Groups 

2.2.4 IVEI Wellbeing Support  

2.3 Individuals in the community are taking deliberate measures to become more interculturally sensitive. 

2.3.1 Wellbeing Committee Members and Initiatives 

2.3.2 Tolerance Related Events (Cultural) 

• Event

• Focus

• Photos

• Impact Statements

2.3.3 IB Learner Profile – tolerance/Open-minded 

• Examples of students learning through IBLP 

• Examples of students learning about cultures, perspectives, etc. 

3.1 - The school is investing in professionals with expertise in learning support and EAL.   

3.1.1 Inclusion Teacher organizational chart

3.1.2 Inclusion Related PD 

3.2 - There is a whole-school focus on ensuring that all admitted learners are succeeding. While the community admits there is room to improve, efforts are underway and are beginning to have a positive Impact on learners. 

3.2.1 Inclusion numbers

3.2.2 Learning Support Case studies showing impact of support

3.2.3 NEASC Data aligned to Inclusion Students 

3.2.4 NEASC Survey Comments connected to Inclusion 

3.2.5 SoD Learning of Students samples

• Planning 

• Student Work 

• Assessment 

• Progress Data 

3.2.6 EAL Learning of Students 

• Planning 

• Student Work 

• Assessment 

• Progress Data 

3.2.7 Inclusion Policy 

3.2.8 Progress and Attainment Data for EAL and SoD 

3.3 - Intervention systems for students of support 

3.3.1 NEASC Survey Data aligned to Inclusion 

3.3.2 NEASC Survey Comments aligned to inclusion 

4.1 - The school is working on developing more systematic ways to help students successfully transition between divisions, which might include orientation days, buddy systems, and skills sessions. Students, parents, and staff express some satisfaction with these efforts. 

4.1.1 Student Transition Experiences

• Plan 

• Photos 

• Student Feedback 

• Teacher Feedback 

4.1.2 Parent Workshops for Transition 

• Calendar 

• Planning 

• Photos 

• Documents from Meetings 

• Parent Impact Statements 

4.1.3 Reflect, Impact statements from Teachers, Students and Parents regarding positive transition systems in place 

4.2 - Students transitioning into and out of the school are offered basic support, but there is a growing realization that transient communities need more formalized opportunities to support people during transitions, as well as those who lose friends and colleagues when they transition 

4.2.1 IVEI Transition Policy (Out of School) 

4.2.2 IVEI Admissions Policy 

4.2.3 New Student Procedures 

4.2.4 Leaving Student Procedures

Abdullah Bin Haider: Provisions of Support

Additional/Scaffolding support was extended to Abdullah to complete the assessment. Furthermore, verbal and written feedback was shared with the student to further improve writing/story telling skills (EBI) and was appreciated for the effort for (WWW) What Went Well in the assessment.

5.1 - Students have access to professional counselors for personal and group sessions. 

5.1.1 Counselors at CIS  

• Names 

• Roles and Responsibilities 

5.1.2 Counselor timetables 

5.1.3 Counsellor Case Load 

5.1.4 Evidence of Student Engagement 

• Meeting minutes 

• Documents from meetings 

• Data showing impact  

5.2 - The counseling staff is involved in designing and implementing an advisory or social/emotional curriculum. Students are supported in their university selection and applications 

5.2.1 Wellbeing Curriculum 

• Scope and Sequence 

• Planning 

• Photos 

• Student work 

• Impact statements by students 

5.2.2 Careers/University Pathway Curriculum 

5.2.3 Careers Guidance Evidence 

• Planning 

• Meeting minutes 

• Student work 

• Data showing impact 

• Student Impact statements 

5.2.4 University Enrollment Data 

• First Choice 

• Second Choice 

• Scholarships 

• Etc. 

5.3 - The school is implementing instructional programs to support social and emotional development 

5.3.1 Wellbeing Curriculum 

• Scope and Sequence 

• Planning 

• Photos 

• Student work 

• Impact statements by students