• Transcript Sample

• Early Years Report Sample

• PYP Report Sample

• MYP Report Sample

• Secondary School Report Sample

• Survey is distributed from IVEI to all CIS parents

• Survey results are collated by IVEI and sent to CIS

• The Senior Leadership Team analyze the results of the survey

• CIS Principal meet with parents who identify concerns with the school

• The Senior Leadership Team share NPS results with staff to help impact collective teacher efficacy

The newsletter is emailed to parents at the start of every month and all newsletters are available on the CIS website.

2. Though there are pockets of interdisciplinary curriculum connections being made sporadically across the school, it is neither systematic nor consistent across all subjects and grade levels. The VT suggests that heads of departments and teachers across all grade levels collaborate to reflect and plan both vertically and horizontally.

3. Involve all members of the learning community in the revision of the definition of High-Quality Learning.

2. Consider integrating and aligning elements of the ACE Learning principles into the teacher evaluation tool.

3. Involve the stakeholders in the policy-making process.

2. Involve staff, parents and students in the Learning Principles self-study and school improvement planning.

After the completion of the NEASC Standard Pathway visit, CIS will spend the 2025-2026 academic year revising our Definition of High-Quality Learning, using NEASC feedback and involving all stakeholders of the school as done previously

CIS has included systems and structures for Feedback (Assessment as Learning) into the CIS Assessment Procedures Handbook. This is unpacked at the start of each academic year and consistently reviewed through planning meetings and book scrutiny sessions.

CIS has included systems and structures for Feedback (Assessment as Learning) into the CIS Assessment Procedures Handbook. This is unpacked at the start of each academic year and consistently reviewed through planning meetings and book scrutiny sessions.

The Interdisciplinary Unit (IDU) between English and INS was developed through a collaborative effort involving the Head of Departments (HoDs), subject teachers, and myself as the MYP Coordinator. Through planning meetings and shared discussions, we aligned key concepts, global contexts, and inquiry questions to ensure meaningful connections between language, literature, and historical/social studies perspectives. The unit fosters critical thinking, research skills, and analytical writing, allowing students to explore complex themes through both historical and literary lenses. The unit was chosen based on the scope & sequence of both subjects, where the meetings held discussed where both disciplines would align and this is where we decided as a team to tackle the topic of justice and discuss many historical figures that created history with their courageous stands.

Music & Language Acquisition – Spanish

The IDU between Music and Spanish was designed in partnership with the HoDs, subject teachers, and myself to integrate linguistic and cultural appreciation with musical expression. Our collaborative planning focused on selecting authentic musical pieces and cultural themes that reinforce language acquisition while deepening students' understanding of Hispanic traditions. Through performance, analysis, and communication-based tasks, students engage in a holistic learning experience, strengthening both their musical creativity and language proficiency.

Members: CIS Middle Leaders

CIS Middle Leaders reflected on our Definition of High-Quality Learning using WWW, EBI and Goal Setting. In teams middle leaders identified what they are doing to align to the DHQL, what they could do better and set one goal to achieve during the remainder of the academic year

Members: CIS Middle Leaders

In efforts to ensure more stakeholders are involved in the development of school policies, Middle Leaders unpacked core policies using 3-2-1 Feedback format. In groups, middle leaders identified 3 key parts of policies, 2 areas that may need to be added and 1 way these policies help support the morale of the school community

Members: CIS Middle Leaders

In efforts to ensure more stakeholders are involved in the development of school policies, Middle Leaders unpacked core policies using 3-2-1 Feedback format. In groups, middle leaders identified 3 key parts of policies, 2 areas that may need to be added and 1 way these policies help support the morale of the school community

Members: PUMA Members

In efforts to ensure more stakeholders are involved in the development of school policies, Middle Leaders unpacked core policies using 3-2-1 Feedback format. In groups, middle leaders identified 3 key parts of policies, 2 areas that may need to be added and 1 way these policies help support the morale of the school community

Members: PUMA Members

In efforts to ensure more stakeholders are involved in the development of school policies, Middle Leaders unpacked core policies using 3-2-1 Feedback format. In groups, middle leaders identified 3 key parts of policies, 2 areas that may need to be added and 1 way these policies help support the morale of the school community

Retention of teachers fall under the Performance Management focus on improving teachers. This can be found on Page 61 of the handbook

Appendix 5 (Page 32) contains the procedures and policy for disciplinary measures for staff.

IVEI Grievance Policy and Procedures are contained on Page 65 of this document